The Effects of Self-Regulated Learning Training on Students’ Metacognition and Achievement in Chemistry

Self-regulated learning strategies are critical for students to be able to learn abstract subjects successfully and meaningful. This article reports on an empirical investigation of the effectiveness of self-regulatory training on secondary school students’ metacognition and achievement in chemistry...

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Veröffentlicht in:	International Journal of Innovation in Science and Mathematics Education 2017-01, Vol.25 (2)
Hauptverfasser:	Eunice Eyitayo Olakanmi, Gumbo, Mishack T
Format:	Artikel
Sprache:	eng
Schlagworte:	Control Groups Learning Strategies Secondary School Students Students
Online-Zugang:	Volltext
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