Volume 2
- Number 2 (2009)
Volume 3
- Number 1 (2010)
- Number 2 (2010)
Volume 4
- Number 1 (2011)
- Number 2 (2011)
Volume 5
- Number 1 (2012)
- Number 2 (2012)
Volume 6
- 2013
Volume 7
Volume 8
- Number 1 (2015)
- Number 2 (2015)

CALL FOR PAPERS YEAR 2017

IMPORTANT DATES:
Submission Due Date: May 12, 2017
Notification to Authors: May 31, 2017
Journal Publication: July 15, 2017 onwards


EDITORIAL BOARD

Journal of Engineering & Technological Advances
Chief Editor:
Dr. Chia Chee Ming
Deputy Chief Editor:
Dr. Leelavathi Rajamanickam
Editors:
Prof. Omar Munir
Dr. Yap Pow Seng
Pn. Salmaliza Salleh
Mr. Chen Woon Choong
Ms. Kate Lam Woon Yee
 
Asia Pacific Journal of Health Sciences Research
Chief Editor:
Dr Neeraj Malhotra
Deputy Chief Editor:
Prof. Dr. Jamaludin Zainol
Editors:
Datuk Dr Khairiyah Abd Muttalib
Prof. Dr Nyan HL
Assoc. Prof. Tey Kim Kuan
Assoc. Prof. Ong Bee Leng
 
Asia Pacific Journal of Business, Humanities & Education
Chief Editor:
Dr. Mahiswaran Selvanathan
Deputy Chief Editor:
Assoc. Prof. Dr. Stanley Yap
Editors:
Assoc. Prof. Dr. Firdaus Low Abdullah
Dr. Mahadevan Supramaniam
Dr. Chong Wei Ying
Dr. Ramachandran Ponnan
 
 
THE IMPACT OF SELF-REGULATED LEARNING AND INSTRUCTIONAL METHODS ON STUDENTS? RECALL AND RETENTION PERFORMANCE
Author : Tie Hui Hui, Irfan Naufal Umar
Formats available : Flipbook (English)
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Abstract
Self-Regulated Learning (SRL) is the ability of students to set goals for their learning. It has emerged as an important construct in education especially for classroom performance. The first part of this paper discusses the model of memory associated with learning programming and the concept of SRL. The second part of the paper presents the model of SRL. A group of one hundred and twenty three first year computing students was involved in these seven weeks of experimental study. These students from three intact classes were randomly assigned to the two experimental groups and one control group. In the experimental groups, one group received a combination of metaphor and pair programming (MPP), and the other received pair programming method (PP) only. The control group received only the direct instruction method (DI). The participants in both MPP and PP groups worked in pairs, and those of DI group worked individually when solving programming problems. Three computer programming performance tests (CPPT): a pre-test, an immediate post-test and a delayed post-test were administered to measure the students' recall and retention programming performance. The initial results indicated that there is a significant difference between the high and low SRL students taught in three treatment groups. Further analysis revealed that the high SRL students in the MPP group performed significantly better in both recall and retention as compared to those in the PP and DI groups. For the low SRL students, both the MPP and PP groups outperformed the DI group in recall. However, only the MPP group performed significantly better than the DI group in retention. In conclusion, the lecturers should take note of individual differences in students' learning abilities during their course deliveries in order to reinforce the students' engagement and classroom academic performance.
 
Authors(s) Affiliations
SEGi College Penang, Penang, Malaysia; Universiti Sains Malaysia, Penang, Malaysia.