The Effectiveness of Learning Management Model to Enhance Self-Awareness and Self-Regulated Learning for Fifth Grade Students
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This research study had two purposes: 1) to compare the self-awareness and self-regulated learning of Fifth Grade students before and after learning through an instructional model based on social cognitive theory, metacognition, and a collaborative learning approach; and 2) to compare the self-awareness and self-regulated learning of students between those taught using the instructional model and those taught through a traditional approach. The research samples were 35 and 33 fifth-grade students from Tessaban 4 (Rattanakosin 200 Years) School, assigned as the experimental group and control group, respectively, obtained through cluster random sampling. The experiment was conducted over 12 weeks, totaling 24 instructional hours, during Semester 2 of Academic Year 2022. The research instruments comprised: 1) lesson plans for a Social Studies course, 2) a self-awareness assessment form, and 3) a self-regulated learning assessment form. The statistics used for data analysis were mean, standard deviation, t-test for dependent samples, and F-test (One-Way MANOVA). The results revealed that: 1) Students taught through the instructional model scored significantly higher on post-test self-awareness and self-regulated learning than pre-test scores at the .05 level of significance, with mean scores for self-awareness of 2.37 and 3.69, and mean scores for self-regulated learning of 2.30 and 3.49, respectively; and 2) Students in the experimental group scored significantly higher on post-test self-awareness and self-regulated learning than those in the control group at the .05 level of significance, with mean scores for self-awareness of 3.69 and 2.81, and mean scores for self-regulated learning of 3.49 and 2.74, respectively.
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