The effect of self-regulated learning based on SRL-AIDE model on problem solving skills, self-efficacy perception and mathematical motivation

The purpose of this study is to investigate the effect of the self-regulated learning process conducted according to the SRL-AIDE model, which includes authentic, interactive, dynamic experiences, on middle school students' problem solving skills, self-efficacy perceptions, and mathematical motivation, and to examine students' views on the SRL-AIDE model. The research was conducted according to a nested embedded mixed design using mixed research method. With the nested embedded design, qualitative data and quantitative data were analyzed in a holistic manner. The study group consisted of 38 6th grade students studying in a public school in a province located in the Southeastern Anatolia Region of Turkey. The research continued with a five-week implementation process that started after the orientation was completed. Problem Solving Inventory for Children, Self-Efficacy Perception Scale for Mathematics, Motivation Scale for Mathematics, diaries, semi-structured interview questions, think-aloud protocols and SRL-AIDE activity sheets were used as data collection tools. As a result of the findings obtained from the study, a statistically significant difference was found in the problem solving skills, self-efficacy perceptions and mathematical motivation of the students who adapted to the implementation process carried out with the teaching activities developed according to the SRL-AIDE model. The students stated that they found the process enjoyable, the activities facilitated the problem solving process, and their self-confidence and desire to learn mathematics increased However, it was found that some students who did not fulfill their duties and responsibilities in the process and who were prejudiced against the course did not want to solve problems and had difficulties. In line with the results of the study, suggestions for researchers, teachers, curriculum developers and students are given in order to make the learning process more efficient. The effects of the SRL-AIDE model on problem solving skills, self-efficacy perceptions and mathematical motivation can be compared at different grade levels. Moreover, self-regulated learning strategies and activities supported by the features of the model can make the learning process more efficient.