The effect of layered curriculum on student achievement, attitude, self-regulation and retention in English lesson

The purpose of this research is to investigate the effect of the layered curriculum on the achievement, attitude, self-regulation and retention of the students in the English lesson. The research was carried out as the mixed design. In the quantitative part of the research, pretest, posttest, and retention test were applied to the experimental and control groups. In the qualitative part of the study, semi-structured interview forms and students' reflective diaries were used. The research group of the study was composed of two classes that have studied at the 10th grade in the multi-programmed Anatolian high school in Aydın. The research groups were determined as one experimental and one control group by using random sampling method. In the research, the layered curriculum was applied to the experimental group while the current curriculum was applied to the control group. The researcher carried out the teaching programs of both groups for eight weeks by himself. In the research, the 10th grade English lesson achievement test, attitude scale towards English, self-regulation strategies scale in teaching English for obtaining the quantitative data and the students' reflective diaries and semi-structured interview form for obtaining the qualitative data were used. Before the implementation of the research, achievement, attitude and self-regulation pre-tests; after the end of the implementation, achievement, attitude and self-regulation post-tests and two months later after the end of the implementation, achievement, attitude and self-regulation retention tests were applied. During the implementation, the students kept diaries' notes. After the implementation, the interview was made with the students. In the analysis of quantitative data, t-test and Mann-Whitney U test were used to determine the differences between the groups and statistical package program was used in the analysis of the data. In the analysis of qualitative data, content analyse was made. As to the findings, there was no significant difference between the two groups when the 10th grade English course achievement pre-test and self-regulation strategies scale pre-test were compared.However, a significant difference was found between the two groups in favor of the experimental group at the end of the research when the 10th grade English course achievement post-test and retention test and self-regulation strategies scale post-test and retention test were compared. There was no significant difference between the two groups' scores when the attitude scales towards English results were compared. As to the students' diaries' notes and findings obtained from the interviews with the students, the opinions such as having more confidence in the course, having fun during the course, felling more comfortable, and liking the course via the layered curriculum were expressed. In addition, this program was wanted to be implemented in other courses by the students. As a result, it has been concluded that the layered curriculum has a positive effect on the academic achievement of the English course and strategies about self-regulation skills in English teaching. The layered curriculum has been suggested that all the practitioners and teachers may use this program in their lessons and researchs as it enables the students to participate actively in the lesson, give the students opportunity to choose and plan their own activities during the learning stage and have self-confidence. KEY WORDS: Layered curriculum, English lesson, self-regulation