The Relationship between Modern Teaching Methods and Self-Regulated Learning Strategies with the Mediating Role of Students’ Perceptions of Classroom Activities

The purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the method was descriptive, correlational. The statistical population of this study included 4816 students of Secondary school of Neka. The sample included 381 participants recruited by using Krejcie and Morgan’s Table via stratified random sampling concerning gender. The data were gathered by using three Questionnaires: Valinejad Sangdehee et al.’s (2016) modern teaching methods, Bouffard et al.’s (1995) self-regulated learning strategies, and Gantry et al.’s (2002) perceptions of classroom activities Questionnaires. The reliability of the instruments was calculated to be 0.70, 0.77 and 0.92 respectively using Cronbach’s alpha. To analyze the collected data structural equation modeling was employed using the PLS software. The results of this study showed that there is a significant relationship between modern teaching methods and measuring the perceptions of classroom activities with self-regulated learning strategies. 83.7% of self-regulated learning strategies and 73.3% of perceptions of classroom activities were explained by modern teaching methods. The perceptions of classroom activities had a mediating effect on the relationship between modern teaching methods and self-regulated learning strategies. The indices indicated that the proposed model is an appropriate fit.