The effect of blended learning based on self-regulated on students achievement and motivation

This study is conducted in order to determine the effects of learning in blended learning based on self-regulated, on students? academic achievement, motivation and use of learning strategies.Forty-six first year students enrolled in the ?Computer I? course in 2008-2009 autumn semester in the departments of Elementary Teacher Education and Early Childhood Education in Education Faculty of Baskent University participated in the study. Of 23 students were assigned to experimental and control groups randomly. In order to determine if there was a significant difference between groups according to their pre-test scores, uncorrelated t test were performed. According to the means of students? success scores in the experimental and control groups, no significant difference was found.The students in the experimental groups worked in the blended learning environment based on the self-regulated and the students in the control group worked in traditional blended learning in four weeks.This study was carried out in 2X3 split-plot (mixed) model. The independent variable of this study was learning environment having two-sub levels as blended learning based on self-regulated and traditional blended learning. The dependent variables of the study were academic achievements and motivation.The data gathered in this research were examined by using two factors ANOVA for mixed measures. It was found that there was a significant difference among students? pre-test, post-test and retention scores (F(2,88)= 3.43, p<0.05) in blended learning environment and traditional blended learning environments. The students in blended learning environments based on self-regulated acquired more profits. According to the results of experimental study, it may be concluded that blended learning based on self-regulated is more effective for increasing student achievement. Although there was change in the means of sub-factors points of students? motivation and learning strategies in blended learning based one self-regulated and traditional blended learning environments, this change was not found as significant.