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An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12

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Title: An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12
Language: English
Authors: Lawanto, Oenardi, Butler, Deborah, Cartier, Sylvie, Santoso, Harry, Lawanto, Kevin, Clark, David
Source: Design and Technology Education. 2013 18(1):44-57.
Availability: Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Peer Reviewed: Y
Page Count: 14
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
Grade 11
Grade 12
Grade 9
High Schools
Secondary Education
Descriptors: Self Management, Learning Strategies, Metacognition, High School Students, Grade 9, Grade 10, Grade 11, Grade 12, Engineering Education, Design, Student Projects, Planning, High Achievement, Low Achievement, Student Surveys
Geographic Terms: Colorado
ISSN: 1360-1431
Abstract: This exploratory study evaluated self-regulated learning (SRL) strategies of 27 students in grades 9-12 during an engineering design project. The specific focus of the study was on student task interpretation and its relation to planning and cognitive strategies in design activities. Two research questions guided the study: (1) To what degree was students' task interpretation reflected in their working plans and SRL strategies use across the design process?; and (2) How did relatively lower- and higher-achieving design-performing students differ in interpreting tasks and deploying SRL strategies? Survey instruments and Web-based design notebook writing were used to capture students' reported use of SRL strategies. On the survey, students reported use of SRL strategies at the early, middle, and final stages of the design task, with a focus on task interpretation, planning, cognitive, monitoring/fix-up strategies, and performance criteria. The findings suggested that students scored higher on task interpretation than on planning, cognitive, and monitoring/fix-up strategies. Students' relatively high awareness of task interpretation-related-issues was also reflected in what they considered to be good design performance. Our findings were suggestive that higher performing students scored significantly higher than their lower-performing peer on cognitive and monitoring and fix-up strategies. On the other hand, lower-performing students reported greater use of planning strategies. Moreover, higher-performing students seemed to be able to convey more detailed and specific descriptions than did their relatively-lower performing peers. This article discusses potential implications for design instruction in grades 9-12. (Contains 4 tables and 3 figures.)
Abstractor: As Provided
Number of References: 49
Entry Date: 2013
Accession Number: EJ1007162
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1007162
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  Data: An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12
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  Data: <searchLink fieldCode="AR" term="%22Lawanto%2C+Oenardi%22">Lawanto, Oenardi</searchLink><br /><searchLink fieldCode="AR" term="%22Butler%2C+Deborah%22">Butler, Deborah</searchLink><br /><searchLink fieldCode="AR" term="%22Cartier%2C+Sylvie%22">Cartier, Sylvie</searchLink><br /><searchLink fieldCode="AR" term="%22Santoso%2C+Harry%22">Santoso, Harry</searchLink><br /><searchLink fieldCode="AR" term="%22Lawanto%2C+Kevin%22">Lawanto, Kevin</searchLink><br /><searchLink fieldCode="AR" term="%22Clark%2C+David%22">Clark, David</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Design+and+Technology+Education%22"><i>Design and Technology Education</i></searchLink>. 2013 18(1):44-57.
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  Data: Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
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  Data: Y
– Name: Pages
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  Data: 14
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  Label: Publication Date
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 1360-1431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This exploratory study evaluated self-regulated learning (SRL) strategies of 27 students in grades 9-12 during an engineering design project. The specific focus of the study was on student task interpretation and its relation to planning and cognitive strategies in design activities. Two research questions guided the study: (1) To what degree was students' task interpretation reflected in their working plans and SRL strategies use across the design process?; and (2) How did relatively lower- and higher-achieving design-performing students differ in interpreting tasks and deploying SRL strategies? Survey instruments and Web-based design notebook writing were used to capture students' reported use of SRL strategies. On the survey, students reported use of SRL strategies at the early, middle, and final stages of the design task, with a focus on task interpretation, planning, cognitive, monitoring/fix-up strategies, and performance criteria. The findings suggested that students scored higher on task interpretation than on planning, cognitive, and monitoring/fix-up strategies. Students' relatively high awareness of task interpretation-related-issues was also reflected in what they considered to be good design performance. Our findings were suggestive that higher performing students scored significantly higher than their lower-performing peer on cognitive and monitoring and fix-up strategies. On the other hand, lower-performing students reported greater use of planning strategies. Moreover, higher-performing students seemed to be able to convey more detailed and specific descriptions than did their relatively-lower performing peers. This article discusses potential implications for design instruction in grades 9-12. (Contains 4 tables and 3 figures.)
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
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  Data: 49
– Name: DateEntry
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  Data: 2013
– Name: AN
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  Data: EJ1007162
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1007162
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 44
    Subjects:
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade 9
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      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Grade 11
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      – SubjectFull: Grade 12
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      – SubjectFull: Engineering Education
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      – SubjectFull: Design
        Type: general
      – SubjectFull: Student Projects
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      – SubjectFull: Planning
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      – SubjectFull: High Achievement
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      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Colorado
        Type: general
    Titles:
      – TitleFull: An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12
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