The Effects of Self-Regulated Learning on Students’ Performance Trajectory in the Flipped Math Classroom

Abstract

The flipped classroom is a unique instructional model with in-class activities being heavily dependent on pre-class learning engagement. Practitioners and researchers have well recognized the critical role of the pre-class learning on students’ performance in the flipped class. However, little research has investigated how students learn in the pre-class setting and what factors can help students improve their pre-class learning. Based upon the self-regulated learning theory, this study used both survey research and learning analytics methods to uncover students’ performance trajectories of a semester in two flipped undergraduate math courses and examined whether the three key self-regulated learning factors – self-efficacy, the use of metacognitive strategy, and self-regulatory behaviors – were significantly different across different performance trajectories. The results revealed six different performance trajectories among students and found significant differences across these trajectories in terms of the three self-regulatory factors.