Improving Seventh-Grader Online Learning Engagement Using Assessment Feedback and Self-Regulated Learning Strategies

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.