Author

Dawn Eliserio

Date of Award

3-2012

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

This research examines the relationship between self-regulated learning and mathematics achievement. The sample included 10 students enrolled in fourth grade at a small, private elementary school in the Midwest. During the third quarter of the school year, students were taught methods of learning mathematics through self-regulation. The grades were recorded before the implementation at the conclusion of the second quarter and again at the conclusion of the third quarter once self-regulation was implemented. A t-test was used to compare the mathematics scores. There was no significant difference between the second and third quarter mathematics grades. This is an important result as it differed from the findings in research.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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