Video-based SRL program for teachers and students

While the COVID-19 pandemic has highlighted the crucial importance of Self-Regulated Learning (SRL), many studies have indicated a lack of programs that provide training for both K-12 students and their teachers, who play a central role in training and guiding their students. The research described herein aims to bridge this gap by proposing and implementing a hybrid intervention program comprising both teacher and student training, using videos accompanied by prompts (questions) and other learning components aiming to promote SRL in problem-solving. The study involved 296 K-12 students from the Arab community in Israel, whose teachers participated in the teacher training program. The research goals were: (1) to examine the effect of the intervention on the achievements of the experimental group (with intervention) versus the control group (without intervention), and the pre-intervention achievements; (2) to examine the effect of the intervention on students' use of time management strategies; and the cognitive strategy of elaboration; (3) to examine the predictors of students' achievements, including students' motivation and their use of time management, cognitive, metacognitive, and reflective strategies. The findings revealed significant differences in post-intervention achievements between the experimental and control groups, and compared to pre-intervention achievements. Moreover, positive significant correlations were found between the number of videos viewed and prompts answered with students' achievements. Additionally, significant differenceswere found in students' use of time management strategies between pre-and post-intervention in the experimental group. Furthermore, an increase in using the cognitive strategy elaboration in the experimental group was observed. Lastly, students' employment of time management strategies was found to predict their achievements, and the regression equation was significant.