The effect of self regulated instructional design in mathematics on self regulation strategies, motivational beliefs and problem solving of the 6th grade students

The purpose of this research is to examine the effect of self-regulated instructional design on sixth grade students' problem solving skills, self-regulation strategies and motivational beliefs. The method of this research is a quasi-experimental design with pretest-posttest groups. The study group consists of 73 students studying in the sixth grade of secondary school in the Maltepe region of Istanbul in the 2021-2022 academic year. In the experimental group (n = 37), the self regulated instructional design developed by the researcher through pilot application was applied, and in the control group (n = 36), traditional teaching methods were applied for 8 weeks. The data gathered with problem solving test developed by the researcher and the motivational strategies for learning questionnaire developed by Pintrich and De Groot (1990) and translated into Turkish by Üredi (2005). Descriptive Statistics, Paired sample t-test, Independent sample t-test and analysis of covariance were used in the analysis of the data. In the results obtained by analysing the data, it was seen that the scores obtained by the students in the experimental group from the problem solving test and the scores obtained from the motivational strategies for learning questionnaire increased after the self-regulated instructional design application. At the same time, it was observed that this increase was higher than the control group. The results showed that self-regulated instructional design positively affected students' problem solving performances, self-regulation strategies and motivational beliefs. Mathematics activities aimed at fostering self-regulated learning in the context of mathematics instruction should be developed by qualified professionals and systematically documented in academic literature. Activities that are expertly designed can be adapted to promote the development of these competencies by incorporating frameworks that enable learners to set personal objectives and assess their progress in achieving them. Keywords: Self regulation strategies, motivational beliefs, problem solving