1Instructor, Departmetn Educational Technology, Perunthalaivar Kamarajar College of Education, Karaikal, Puducherry, India
2Associate Professor, Department. of Educational Technology, Bharathidasan University, Tiruchirappalli, India
The importance of teaching problem solving to students has been widely recognized by teachers, administrators, and other educational stakeholders. The advent of computer technology, particularly multimedia learning, has changed the landscape of problem-solving instruction. The psychological and cognitive benefits of using multimedia to teach problem solving are palpable: the multimedia motivates students to learn, promotes deep understanding, and engages them in problem solving (Fulford, 2001; Mayer et al., 2003; Rieber and Hannafin, 1988). The present study examined the self-regulatory awareness of higher secondary students. The sample of the study consisted of 90 higher secondary school students. Self-regulation of students was measured using Self-regulatory awareness inventory (SAI). Results further indicated male and female students do not differ in their Self-regulatory awareness during their problem solving action in the pre-test, Post-test1 and posttest2. The Self-regulatory awareness of students of science in rural areas in Karaikal district during their problem solving action is comparatively less in the pre-test. Post-test1, Post-test2, mean and SD scores revealed that students of science could improve their Problem solving using Self-regulatory strategies with multimedia learning materials. The orientation on Self-regulatory strategies with multimedia learning materials is effective for solving problem in Physics.
Self-regulation, Problem Solving, Computer technolgy
