Students' usage status of Educational Information Network (EBA) Academic Support System according to their self-regulatory learning strategy of level and their opinions on the system

This research was carried out in order to reveal students' usage status of EBA academic support system and their views on the system according to their self-regulated learning strategies. The study group of the research, in which the multiple special case design was adopted, consisted of 34 students studying at 11th and 12th grades in Anatolian high schools in different districts of Mardin. Data were collected using the participant information form developed by the researcher, semi-structured interview questions, and diaries kept by the students. The Self-Regulatory Strategies Scale (SRSS) developed by Kadıoğlu et al. (2011) was used to determine the participants' level of having self-regulatory strategies. The Self-Regulatory Strategies Scale (SRSS) developed by Kadıoğlu et al. (2011) was used to determine the level of participants' having self-regulated learning strategies. According to the scores obtained from the scale, it was determined that 19 of the students participated in the study had a high level of SRS (self-regulatory strategies) and 15 of them had a medium level of SRS. Before using EBA Academic Support System (EBA-ASS), 34 students were presented with the system by the researcher and then filled out the SRSS and participant information form. It was ensured that the students used EBA-ASS in the physics lesson for 5 weeks and filled out their diaries after each use. At the end of the application, semi-structured interviews were conducted with each student by using the questions prepared according to the answers given by the students to the diaries. The obtained data were subjected to content analysis, and findings were revealed according to the codes and categories reached. At the end of the research, it was determined that the opinions of the students with different levels of SRS about EBA-ASS and their usage status of the system were generally similar. It can be said that as the student's SRS level increased, the duration of using EBA-ASS also increased. Students generally had positive opinions about EBA-ASS. It was determined that EBA-ASS correctly identified the students' deficiencies and guided them in the learning process, and the use of the system offered students advantages such as making the lessons more understandable, creating a systematic study order, and making the lessons more enjoyable. It was observed that when the students started to use EBA-ASS, they mostly preferred the lecture videos section, but they later preferred the end-of-the-topic questions section. It was determined that while the students did not like only the lecture videos among all the sections in EBA-ASS, they mostly used the studying from scratch strategy and the sections related to question solutions. It is suggested that this system, which is liked and easily used by students, should be developed in accordance with every grade level and every course content, and the promotion of the system should be increased in order to spread its use. In this study, data on how students use the system were collected over physics lesson. In future studies, how students benefit from the system for different lessons can be examined comparatively.