Abstract:

The main objective of this research is to determine the effect of teaching activities based on self-regulated learning on students’ self-regulated learning skills, lifelong learning, and critical thinking tendencies. The study has a mixed-methods research design. Accordingly, a quasi-experimental research design was used in the quantitative part of the study. For the qualitative part, a phenomenological research design was used. The study group of the research consists of the 6th graders studying at a secondary school in Kırıkkale (Turkey). In the study conducted with two experimental and two control groups, a total of 84 students, including 21 students in each group, took part in the study. For the students in the experimental group, the lesson plans enriched with the self-regulated learning activities were implemented for eight weeks. In the control group, the lesson has been taught according to the methods stipulated by the curriculum of the lesson. In the analysis of quantitative data, one-way analysis of covariance (ANCOVA) was used, and qualitative data were analyzed by the technique of content analysis. As a result of the quantitative data analysis at the end of the application process based on self-regulated learning, a significant difference in favor of the experimental group was found in the students' self-regulated learning skills, lifelong learning and critical thinking tendencies. When the results of qualitative data analysis were considered, it was determined that the positive contribution of teaching activities based on self-regulation to students’ self-regulated learning skills was also supported by student opinions. In addition, when the findings were considered in general, it was concluded that self-regulated learning contributed to students such as academic achievement, awareness, and motivation, and that some of the students began to use self-regulated learning strategies in other lessons.

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