Students’ self-regulated learning in open and distance learning for Mathematics course

  • Nur Azila Yahya Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Perak Branch Tapah Campus, Perak, Malaysia
  • Junaida Md Said Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Perak Branch Tapah Campus, Perak, Malaysia
  • Aufzalina Mohd Yusof Universiti Malaya Research Ethics Committee-Non Clinical (UMREC), Kuala Lumpur, Malaysia
Keywords: Mathematics, Self-Regulated Learning, Open and Distance Learning


The paper presents the study on self-regulated learning (SRL) using open and distance learning (ODL) for Mathematics course in Universiti Teknologi MARA (UiTM), Perak Branch, Tapah Campus. Some concerns with ODL mode are students’ academic performance, mathematical knowledge acquired, self-regulated learning when applying ODL alone throughout the entire semester. A sample of 347 among undergraduate students were collected at the end of March – July 2020 academic semester to measure level of self-regulated learning. Descriptive analysis was used to analyze the data. The findings indicated that the level of agreement for ODL has positive contributions to the students’ SRL.


Download data is not yet available.


Ahern, T. C., & Repman, J. (1994). The effects of technology on online education. Journal of Research on Computing in Education, 26(4), 537–546.

Allam, S. N. S., Hassan, M. S., Mohideen, R. S., Ramlan, A. F., & Kamal, R. M. (2020). Online Distance Learning Readiness During Covid-19 Outbreak Among Undergraduate Students. International Journal of Academic Research in Business and Social Sciences, 10(5).

Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education.

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25.

Wan Abdul Aziz, W. N. H., Abu Hasan, N. I, Mohammad Hamzah, M. H., Abdul Aziz, R. W(2020). Pearson correlation coefficient of the student perception and challenges towards open and distance learning during COVID-19, vol. 1, no. 1, pp. 96–103. 1.

Eng, T. H., Li, V. L., & Julaihi, N. H. (2010). The relationships between students’ underachievement in mathematics courses and influencing factors. Procedia-Social and Behavioral Sciences, 8, 134–141.

Kaino, L.M. (2012). Teaching mathematics in Open Distance Learning (ODL): A challenge to quality instruction? Africa Education Review, 9(sup1), S91–S105.

Kaino, Luckson Muganyizi. (2012). Teaching Mathematics in Open Distance Learning (ODL): Does it make a Difference with Teaching in the Traditional Approach? Huria - Journal of the Open University of Tanzania, 13(2), 346–357.

Keis, O., Grab, C., Schneider, A., & Öchsner, W. (2017). Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Medical Education, 17(1), 1–8.

Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K. E. E., & Kuo, Y. T. (2014). A case study of integrating interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distance Learning, 15(1), 161–181.

Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140.

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14(2), 129–135.

Özsoy, G. (2011). An investigation of the relationship between metacognition and mathematics achievement. Asia Pacific Education Review, 12(2), 227–235.

Sharp, L., & Sharp, J. (2016). Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies. Journal on Excellence in College Teaching, 27(2), 57–75.

Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.

Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers and Education.

Tian, Y., Fang, Y., & Li, J. (2018). The effect of metacognitive knowledge on mathematics performance in self-regulated learning framework-multiple mediation of self-efficacy and motivation. Frontiers in Psychology, 9(DEC), 1–11.

Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1).

Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91.

Zimmerman, B., & Kitsantas, A. (2007). Reliability and validity of self-efficacy for learning form (SELF) scores of college students. Journal of Psychology.

How to Cite
Yahya, N. A., Md Said, J., & Mohd Yusof, A. (2021). Students’ self-regulated learning in open and distance learning for Mathematics course. EDUCATUM Journal of Science, Mathematics and Technology, 8(1), 1-5.