Evaluating Students’ Learning in Mathematics & Development of Self-regulated Learning through Instructional Scaffolding
In contemporary theories of teaching and learning, Self- Regulated Learning (SRL) has become an extensively researched topic. Researchers have increasingly reported that the application of SRL strategies has manifested positive trends in student learning. Despite it being a complex process, both teachers and learners can adopt SRL to attain and assess specific goals.
With the changing teaching and learning environment because of the Covid-19 pandemic, this study explores the benefits of incorporating SRL to develop and evaluate middle schools in Mathematics. The study uses qualitative methods to investigate whether the school had a robust
environment to incorporate SRL. The results suggested that the environment was indeed conducive, and thus it was recommended to include different modes of regulation, an SRL inclusive rubric, and more peer support.
