Publication: Improving Seventh-Grader Online Learning Engagement Using Assessment Feedback and Self-Regulated Learning Strategies
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Issued Date
2024-09-01
Resource Type
eISSN
26730235
Scopus ID
2-s2.0-85218757616
Journal Title
Journal of Multidisciplinary in Social Sciences
Volume
20
Issue
3
Start Page
21
End Page
33
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Multidisciplinary in Social Sciences Vol.20 No.3 (2024) , 21-33
Suggested Citation
Naiyapatana O.A., Naewtong P. Improving Seventh-Grader Online Learning Engagement Using Assessment Feedback and Self-Regulated Learning Strategies. Journal of Multidisciplinary in Social Sciences Vol.20 No.3 (2024) , 21-33. 33. Retrieved from: https://hdl.handle.net/20.500.14740/20326
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Abstract
The global spread of COVID-19 necessitated a shift from classroom-based to online learning, resulting in decreased student engagement at an inner-city school in Bangkok. This article explores the use of assessment feedback and self-regulated learning strategies to enhance student engagement. The researchers employed a two-cycle action research model, consisting of four stages: planning, action, observation, and reflection. The study was conducted over four weeks with 35 seventh-grade students, using observations, semi-structured interviews, and content analysis during each cycle. The findings revealed an increase in student participation, with more students consistently logging into class and remaining engaged throughout. Additionally, students demonstrated the confidence to turn on their cameras to greet peers and showed a greater commitment to learning. Peer support emerged as an important factor in their studies. Teachers provided feedback through Google Classroom and e-Portfolios, promoting student autonomy, which led to increased engagement and fostered desirable learning behaviors that may be applicable in other educational contexts.