The Impact of Self-Regulated Learning on Achieving Intended Learning Outcomes
Issued Date
2025-01-01
Resource Type
Scopus ID
2-s2.0-105032725730
Journal Title
Icsec 2025 29th International Computer Science and Engineering Conference 2025
Start Page
159
End Page
164
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SCOPUS
Bibliographic Citation
Icsec 2025 29th International Computer Science and Engineering Conference 2025 (2025) , 159-164
Suggested Citation
Huu P.N., Tangworakitthaworn P., Gilbert L. The Impact of Self-Regulated Learning on Achieving Intended Learning Outcomes. Icsec 2025 29th International Computer Science and Engineering Conference 2025 (2025) , 159-164. 164. doi:10.1109/ICSEC67360.2025.11298049 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/115862
Title
The Impact of Self-Regulated Learning on Achieving Intended Learning Outcomes
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Abstract
The primary learning objective is to equip learners with the knowledge and necessary skills to achieve the course's intended learning outcomes (ILOs). Previous studies have not comprehensively introduced a methodology for assessing learners' competence by comparing actual learning outcomes with the intended learning outcomes (ILOs). This study presents experimental results that evaluate ILO achievement by comparing actual learning outcomes with the course's ILOs, using adaptable learning paths generated based on Bloom's cognitive taxonomy and Biggs' SOLO structure. The research involved an experimental study with seventy-eight voluntary Bachelor of Science in Information Technology students. Participants accessed learning through the Self-Regulated Learning Management System, a new platform built on the ILO-based Self-Assessment Model. The findings showed that the participants who received regular updates on their ILO achievement were satisfied with the system. Statistically, a one-sample Wilcoxon signed-rank test demonstrated that the median differed significantly from the expected median, z = 7.35, p<0.01, with a strong effect size (r = 0.83).