Open AccessThe Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning
Author(s) -
Reem Alsaadi,
Adam Al Sultan
Publication year - 2021
Publication title -
iafor journal of education
Language(s) - English
Resource type - Journals
ISSN - 2187-0594
DOI - 10.22492/ije.9.6.03
Subject(s) - academic achievement , psychology , mathematics education , self regulated learning , socioeconomic status , disadvantaged , test (biology) , significant difference , medical education , developmental psychology , medicine , environmental health , paleontology , population , political science , law , biology
The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.