The Interactional Effect of the Teaching of Self-Regulated Learning Strategies and Cognitive Styles of Students on Mathematical Problem Solving

IntroductionThe study of factors influencing student's mathematic performance has always been a basic issue in education. Despite the large number of studies conducted and heavy budgets spent, there are still huge numbers of students who experience failure in mathematics each year. Therefore, identifying factors affecting student's performance in this regard and determining the magnitude of these effects can be critically important in helping students improve their achievement in mathematics. Self-regulated learning strategies are among the factors influencing achievement. Self-regulated learning is defined as the capability of active participation in the learning process from the view point of cognition, metacognition, motivation and behavior. Self-regulated learners are equipped with cognitive and metacognitive knowledge and know how to direct their mental processes in the direction of mathematical performance. Moreover, studies of individual differences in skill acquisition suggest that mathematical learning should include strategy building as a learning style. Learning style can be defined as a set of cognitive, emotional, characteristic and physiological factors that serve as relatively stable indicators of how a learner perceive, interacts with and responds to the learning environment.The aim of the present study was to investigate the interactional effect of teaching the self-regulated learning strategies and cognitive styles on the mathematical problem solving of students in grade 3 of high school.Research questions Is there any interactional effect for the teaching of self-regulated learning strategies and cognitive styles on the mathematical problem solving of students in grade 3 of high school? MethodsThis research is an experimental study with an experimental and control group in a pre and post test research design. Data were collected from 111 students of grade 3 of high school. The cognitive and metacognitive concepts of self-regulated learning strategies were taught to the students of experimental group in sixteen sessions. Then, all the students took a post test which was different from the pretest. MeasuresLearning style Inventory: Kolb's Learning style Inventory was used to evaluate the individual's Learning style. Mathematic performance: The student's Mathematic performance was measured through a specially developed test including strategic and conceptual tasks.ResultsAfter teaching the cognitive and metacognitive concepts of self-regulated learning strategies, the results of experimental group were noticeably better than those of the controlled group. The performance of the students in the strategic level in comparison to the conceptual level was better. In addition, the analysis of the results showed the students’ better performance by teaching the cognitive and metacognitive self-regulated learning strategies along with the convergent and assimilated style. The effect of this interaction in conceptual level was not great, but in strategic level was great. DiscussionBased on the results of the study, teaching of the self-regulated learning strategies was the cause of a positive increase in mathematic performance. The findings are in line with Agran et al (2002); Artz & Armour-Thomas (1997); Chien (2002); Desoete et al (2001); Howard et al (2001); Mayer, (1998); Perels et al (2005); Schoenfeld, (1992); which conclude that instruction on the strategies of self-regulated learning has an effect on the individual's self-efficacy. Moreover, the findings are in line with Zimmerman, and Martinez-Pon's (1990) which found a relationship between self- efficacy and self- regulated learning. Presumably, using self–regulated learning strategies has firstly caused a boost in the judgment of their abilities in the field of educational activities. These beliefs have probably later entered activities in domains outside education and led to self- efficacy of students in various fields. Needless to say, the relationship between self-regulated learning and self- efficacy is a two-way one. Zimmerman, and Martinez-Pons (1990) believe that self-regulation in students is related to their perception of self-efficacy coming from good task completion. Moreover, according to Zimmerman (1986), efficient self-regulation while doing homework is related to the suitable feeling of self-efficacy in learning. The students compare their actions and goals while working on assignments. Self–assessment of their progress increases their self-efficacy and motivates them for higher achievement. Considering the above-mentioned points, the results of this research indicate that self- regulated learning strategies can enhance the mathematical performance of students. Moreover, the results were indicative of the students’ better performance through teaching the cognitive and metacognitive self-regulated learning strategies along with the convergent and assimilated style. The effect of this interaction in conceptual level was not great, but in strategic level was great. The findings are in line with Carmo et al. (2006) who concluded that the fastest learners are those who develop self-regulated learning strategies for concept formation. Strategic choices and self-regulated learning strategies are also important in research in mathematics education. Thus, a model of mathematical learning should include strategy building as a learning style. The learning model most applicable to learning mathematics is Kolb's Model of Experiential Learning or Kolb's model. In this model, a student's learning style is determined by two factors: whether the student prefers the concrete to the abstract, and whether the student prefers active experimentation to reflective observation. These preferences result in a classification scheme with four learning styles.