Using the Self-regulated Based Personalized Online Learning System for Learning Factorization in Mathematics

Abstract

Developing a self-regulated based personalized online learning system (SPOLS) for learning factorization aimed to provide appropriate learning materials that allow students to learn factorization and control themselves to accomplish their target. The study aimed to investigate the impact of using SPOLS on students' learning achievement and their perception of online self-regulated ability. The participants consisted of a single group comprising seventy-two eighth-grade students. They were administered pre- and post-tests before and after completing a lesson on factorization. Additionally, they were required to rate their scores on an online self-regulated questionnaire before and after utilizing SPOLS. The results showed that incorporating SPOLS led to a statistically significant increase in the average students' achievement on the post-test for the numerical factorization compared to their performance on the pre-test. However, using SPOLS for learning polynomial factorization did not elicit a statistically significant change in achievement scores. Moreover, in part of the self-regulated ability, after using SPOLS participants' scoring on pre- and post-self-regulated questionnaires, Chi-square implies discovering the relationship between two categorical variables. The result showed that seventeen questionnaire items were statistically significant after using SPOLS.