RUME 28
2026
Alexandria, Virginia
Examining the Self-Regulation Strategies of Students in a Developmental Mathematics Course
Page: 477
Self-regulated learning (SRL) skills have been linked to academic success, particularly in developmental mathematics courses. This study investigates student SRL strategies in a developmental College Algebra course, taught using Inquiry-Based Learning (IBL) and supplemented with ALEKS. While SRL strategies have been investigated in a variety of contexts, research is lacking in IBL courses with ALEKS support. Data were collected from seventy-four students using open-ended surveys, which were used to answer the research question: What SRL strategies do students use in an IBL with ALEKS course? This was answered in three learning contexts: in-class, ALEKS time, and outside studying. Findings indicate that seeking social assistance and seeking information, especially from ALEKS were the most reported strategies, followed by note-taking and practicing problems. However, very few students reported using SRL strategies related to goal-setting and planning. This suggests that students may need more support in developing SRL strategies, such as through interventions.