RUME 27
2025
Alexandria, Virginia
An Examination of the Self-regulation Strategies of Students in an Inquiry-Based Learning With ALEKS Support Course
Page: 1590
Extensive research has shown that a vital component of student success in mathematics classes is the ability to self-regulate (e.g., Bol et al., 2016; Isaacson & Fujita, 2006). Self-regulated learning (SRL) is the ability of a student to take an active part in their learning, by setting goals and motivating themselves, using different strategies to complete their learning task, and by reflecting on their learning and strategy usage (Zimmerman, 2002). This project looks at how students self-regulate their learning in developmental mathematics classes that use inquiry-based learning in the class and ALEKS software as a supplement, in order to answer the questions: (1) Is there a relationship between the intensity of IBL and students’ self-regulated learning skills? (2) Are there differences in the intensity of IBL across sections?. Five different sections were studied, where the classroom practices were measured with the Toolkit for Assessing Mathematics Instruction – Observation Protocol (TAMI-OP; Hayward et al., 2018), and the Inquiry-Oriented Instructional Measure (IOIM; Kuster et al., 2019), while SRL skills were measured with an adapted Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990). Some initial results are presented, such as a wide variability of implementation of IBL, and conflicting TAMI-OP, IOIM, and SRL skill scores.