The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

10.22492.ije.9.6.03

 

Authors:
Reem Alsaadi, Imam Abdulrahman Bin Faisal University, Saudi Arabia
Adam Al Sultan, Imam Abdulrahman Bin Faisal University, Saudi Arabia
Email: [email protected]
Published: December 18, 2021
https://doi.org/10.22492/ije.9.6.03

Citation: Alsaadi, R., & Al Sultan, A. (2021). The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning, 9(6). https://doi.org/10.22492/ije.9.6.03


Abstract

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.

Keywords

learning stations, achievement, self-regulated learning, low socioeconomic status