Prompting Active Learning through Implementing Self-regulated Learning

Assessment in Multiple STEM Courses

2. Foreign Language Institute, Nanjing Forestry University, China)

Abstract: Research has provided an understanding of the effectiveness of self-regulated learning on academic performance and revealed that optimal learning is strongly correlated to the extent to which the learner uses Self Regulated Learning. However, those findings may have not been fully utilized by the science, technology, engineering, and mathematics (STEM) faculty members to facilitate student learning. This paper presents results from implementing the framework and analyzing collected data. The key intervention procedures are three quizzes with embedded question prompts that promote students to reflect their learning and application of learning strategies and carried out by individual instructors in three consecutive cycles. Each cycle includes one quiz with embedded question prompts before the quiz and question prompts after the quiz that are graded and returned to students. Data were collected through pre-test and post-test at the beginning and end of courses, including Concept Inventory tests and self-report survey on students’ application of learning strategies.

Key words: self-regulated learning, prompts, cognitive and metacognitive strategies