The purpose of this study is to determine the effectiveness of teaching self-regulatory strategies on the academic achievement of 11th grade students in chemistry. In this study, it was semi-experimental with the design of unequal control groups. The statistical population of this study was 100 female students of the 11th grade of experimental field in Yazd secondary school in the academic year of 2018-19, among which two classes of 80 people were selected by cluster random sampling method and in control and experimental groups. The experimental group was trained in self-regulatory strategies for 9 sessions. However, the control group did not receive any self-regulatory training. Both groups were tested before training, immediately after training, and the follow-up phase. Variance analysis was used to analyze the data. The results showed that the experimental and control groups were significantly different in the post-test and follow-up stages. And teaching self-regulatory strategies has a significant effect on the academic achievement of chemistry lessons for 11th grade students.
Nazemian, S. (2020). The Effectiveness of Teaching Self-regulatory Strategies on Academic Achievement in 11th Grade Chemistry Students. Research in Chemistry Education, 1(4), 5-18.
MLA
Sedighe Nazemian. "The Effectiveness of Teaching Self-regulatory Strategies on Academic Achievement in 11th Grade Chemistry Students". Research in Chemistry Education, 1, 4, 2020, 5-18.
HARVARD
Nazemian, S. (2020). 'The Effectiveness of Teaching Self-regulatory Strategies on Academic Achievement in 11th Grade Chemistry Students', Research in Chemistry Education, 1(4), pp. 5-18.
VANCOUVER
Nazemian, S. The Effectiveness of Teaching Self-regulatory Strategies on Academic Achievement in 11th Grade Chemistry Students. Research in Chemistry Education, 2020; 1(4): 5-18.
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