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Students’ study routines, learning preferences and self-regulation: are they related?

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Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.

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Students’ study routines, learning preferences and self-regulation: are they related?

  1. 1. 1
  2. 2. 2 Main dispositions for active learning Shifts the responsibility of learning into the student
  3. 3. 3
  4. 4. 4 Routines & habitsPhysical and emotionalPersonality, social and emotional skills, ...
  5. 5. 5 • Preliminary studies
  6. 6. 6 • To assess students’ • self-regulation • study routines • learning preferences • Potential relationships between these three variables. • Exploratory study • Undergraduate students • Animal Reproduction course • Veterinary Medicine integrated master degree • at UTAD, Portugal. 6
  7. 7. 7 • Location in the course • Pre-clinical / semiotics (6th : 12th semester) • Active learning strategies in practical and theoretical classes • Students reluctance  lack of time & level of difficulty • Flipped classroom (T) –A analysis of professional scenarios • Technical skills development (Pr) • Students assessed according to their technical expertise and also the ability to develop higher levels of thinking • Activities • Cooperative groups • Supported in moodle 7
  8. 8. 8 • To explore the students’ self-regulation, study routines and learning preferences • Questionnaire (moodle) • 10 questions • Set 1 – 8 1. What is the method usually used to study during the semester Usually concentrates the study a few days before assessments (in both the theoretical and practical classes) Regularly studies throughout the semester (in both the theoretical and practical classes) Concentrates the study for the theoretical classes, but regularly studies for the practical topics None of the above 2. Do you usually prepare (study) in advance the topics to be addressed in the theoretical classes Yes No 3. Do you usually prepare (study) in advance the topics to be addressed in the theoretical classes Yes No 4. Please detail the reasons for your answers (in 2 & 3) open question
  9. 9. 9 • To explore the students’ self-regulation, study routines and learning preferences • Questionnaire (moodle) • 10 questions • Set 1 • Set 2 9 5. Do you prefer the practical classes where The teacher demonstrates the work to be done The teacher contextualizes the core knowledge related to the class The demonstration or contextualization of the topic are dispensed 6. How would you prefer to be the typology of the theoretical classes Expositive, as in most courses up to now That uses a discussion of a topic between students and teacher Where the teacher focuses the most dificult aspects of a topic Virtual or non-presential classes 7. Please detail the reasons for your answers (in 5 & 6) open question
  10. 10. 10 • To explore the students’ self-regulation, study routines and learning preferences • Questionnaire (moodle) • 10 questions • Set 1 • Set 2 • Set 3 – all open questions 10 General information 8. What do you expect from this course? 9. What would you bring to this course? 10. Is there any thing you would like the teacher to know about you?
  11. 11. 11 • To explore the students’ self-regulation, study routines and learning preferences • Questionaire (moodle) 11 • Short form of the Self-Control Scale (Tangney et al., 2004) • [13 items allowing to establish people’s ability to exercise self-control, alter their emotions and thoughts, and in particular to override temptations and refrain from acting] • SPSS software, version 25 Student t-test
  12. 12. 12 • Respondents • 79 (continuous evaluation)/94 students • As the two questionnaires were filled at different moments, an overlapping of 93,7% between the two questionnaires was achieved 12 Respondents Filled the survey SELF-REGULATION SCALE [IN-CLASS] ONLINE SURVEY Yes 57 62 No 6 1 Yes 17 17 No 3 3 TOTAL 74 79
  13. 13. 13 • Self-control scores in respondents according to gender 13 N Average ± SEM Median Q1 Q3 Women 56 44.88 ± 1.03 45.00 40.00 49.00 Men 17 39.47 ± 2.02 40.00 36.00 44.00 Totals 73 43.62 ± 0.95 43.00 39.00 48.50
  14. 14. 14 • Study routines 14 64,56 18,99 16,46 Study regularly for the practical classes but concentrate the study for the theoretical Concentrate their study a few days before assessment in the theoretical and practical subjects Study regularly throughout the semester
  15. 15. 15 • Study routines * self-control scores 15 Study routine n Average ± SEM Median Q1 Q3 Concentrated for both theroretical and practical classes 13 39.15 ± 2.28a 39.00 36.00 45.00 Concentrate for theoretical but not for practical classes 49 44.10 ± 1.08 a,b 40.00 36.00 48.00 Study regularly for theoretical and practical classes 8 46.50 ± 1.76 b 47.00 43.50 49.50 P=0.046
  16. 16. 16 • Self-study before classes • 56.69% vs. 13.92% for practical and theoretical classes
  17. 17. 17 Students concentrating their study a few days before the assessment • a large workload • the unavailability of lecture notes on time • “(…) it´s easier to have the teacher explaining the topic before our study” • “(…) the teacher says everything that is needed” • students believes it unnecessary • students believes it not a good method for him/her. Students concentrating the study only for theoretical classes 17 • it was easier to understand/achieve a good performance if the practical work is prepared in advance • the limited time available to prepare both the practical and theoretical classes • “(…) is easier to take notes and listen to the professor [...] and study afterwards” • “(…) it is better to first listen to the teacher” • Higher interest for the practical classes • Not needed, because theoretical classes are expositive
  18. 18. 18 • Students preparing themselves before each class • “… better understanding of the topics” • “(…) to avoid accumulation of the study material” • “(…) to get better grades”
  19. 19. 19 • Learning preferences 19 79,75 17,72 2,53 prefer the teacher to demonstrate the procedures to be developed during the practical classes prefer the teacher present a short theoretical background review in the beginning of the practical classes prefer to start the practical classes hands-on P>0.05
  20. 20. 20 • Learning preferences 20 58,2322,78 18,99 expositive students/teacher discussions focused on the most difficult topics P=0.072
  21. 21. 22 Expositive • Is easier to understand when the teacher exposes the topic • Enhanced confidence after demonstration • “(…) I prefer when the teacher shows how to work, because I am short-experienced” • Difficulty in understanding some topic by them- selves As a discussion 22 • More interesting • “(...)while expositive classes are boring” • “(…) are more dynamic and participative” • “(…) they request (the student) to prepare himself in advance”. Focusing on difficult topics • “(…) the more difficult topics should be addressed in the class, as the easier ones could easily be learned at home” • “(…) this would facilitate learning of more difficult issues”
  22. 22. 23 Students self-regulation may affect their involvement & expectations in active learning Maturity vs. focus Delay for higher gratification Higher scores  more self-studying Type of subjects addressed in the classes Prefer lecture-based than discussions & hands-on activities
  23. 23. 24 Q U E S T I O N S ?

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