Development and evaluation of self-regulated learning strategies curriculum and investigation its effect

The aim of this study is to design and implement a self-regulated learning strategies curriculum for 6th and 7th grade primary school students and examine its effectiveness. The study was designed according to an exploratory design, one of the mixed method types. The research group of the study consists of the sixth and seventh grade students who continue their education at Afyonkarahisar Kocatepe Secondary School in the 2022-2023 academic year. While the quantitative data of the research were obtained with the "Self-Regulatory Learning Strategies Scale" and the "Problem Solving Inventory", the qualitative data of the research were obtained with the "Student Journal, Researcher Journal" and "Learning Outcome Self-Evaluation Form". Within the scope of the study, needs were determined, and a curriculum design was prepared based on teacher opinions, student opinions and literature. In the second stage, pilot applications of the prepared draft curriculum were carried out based on action research. In the third stage, a pretest-posttest control group quasi-experimental design was used to determine the effectiveness of the program on students' self-regulated learning and problem-solving skills. In cases where the data showed a normal distribution in the study, dependent groups t-test was performed to compare the mean scores on the same sample group. Findings obtained from student journals were examined using the content analysis method. As a result of the research, it was determined that there was a significant difference in favor of the Experimental Group between the post-test mean scores of Control Group I students and the post-test mean scores of Experimental Group I students in the Self-Confidence in Problem Solving sub-dimension. On the other hand, it was determined that there was no significant difference between the problem-solving skill post-test mean scores of Control Group II and Experimental Group II students. Among the post-test scores obtained by the Experimental I and Control I group students from the self-regulated learning strategies scale, there was significant difference in favor of the Experimental I group; significant differences were also obtained between the students of the Experiment II and Control II groups in favor of the post-test scores of the Experiment II group. Keywords: Self-regulated learning, problem solving skills, program development, secondary school students