Self Regulated Learning

The study aimed to determine the effectiveness of Classroom Behavioral Menu (CBM) in response to a selfregulated environment caused by unexpected national and worldwide situations, calamities, and problems such as pandemic. Furthermore, this attempted to assess how CBM could improve the Cognitive Science Process Skills (CSPS) of students in a self-regulated environment such as distance learning. Using descriptive-developmental research design, the study assessed the importance of classroom behavioral menu in a self-regulated learning environment through the use of questionnaire which compose of different classroom behavioral menu. This research utilized a total of 100 respondents from G11 STEM students who take online learning in General Chemistry. For a depth analysis, the following were used to analyze the gathered data using made-questionnaire: frequency distribution, compute for the weighted mean, ranking and composite mean. Moreover, the study will utilize pretest and posttest where scores on both tests of the students were used to determine the effectiveness of the application of CBM in a self-regulated environment. The null hypothesis stating that there is no significant difference related to students' scores between their pre-test and post-test relatively about their cognitive science processes skills was not sustained. Moreover, the null hypothesis stating that there is no significant relationship between students' classroom behavioral menu and the students' cognitive science processes skills was not sustained.

This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender.