The Effects of Self-Regulated Learning Combined with an Automated Messaging Response System on Enhancing Understanding of Application Development Using Thunkable

Abstract

Self-regulated learning is an essential strategy that enables students to set goals, monitor, and evaluate their own learning processes effectively, making it crucial for developing application development skills in the 21st century. Therefore, this quasi-experimental study aimed to compare students’ understanding, learning progress, and self-regulated learning abilities through a learning method that integrates self-regulated learning with an automated messaging response system. The participants were 107 Grade 9 students, divided into an experimental group of 54 students, who received the integrated learning method, and a control group of 53 students, who received traditional lecture-based instruction. Research instruments included pre- and post-tests and a self-regulated learning questionnaire. Data were analyzed by using T-tests and ANCOVA. The findings showed that students in the experimental group achieved significantly higher post-test scores in application development using Thunkable than those in the control group, with pre-test scores used as a covariate. Students in the experimental group demonstrated a statistically significant improvement in knowledge and understanding after the intervention compared to their pre-test scores. Moreover, the students in the experimental group had significantly higher self-regulated learning abilities in the areas of goal setting, environment structuring, and help-seeking, while no significant differences were found in task strategies, time management, and self-evaluation. The results suggest that the integration of self-regulated learning with automated feedback systems can enhance students’ understanding and self-directed learning capabilities in application development using Thunkable.