TY  - JOUR
T1  - The Relationships Between Student Computer Self-Efficacy and
Cognitive Actions and Metacognitive Strategies While
Engaged in Interactive Learning Modules
AU - Budi Santoso, Harry AU - Lawanto, Oenardi 
JO  - Journal of Engineering and Applied Sciences
VL  - 12
IS  - 8
SP  - 1983
EP  - 1986
PY  - 2017
DA  - 2001/08/19
SN  - 1816-949x
DO  - jeasci.2017.1983.1986
UR  - https://makhillpublications.co/view-article.php?doi=jeasci.2017.1983.1986
KW  - Cognitive actions
KW  -computer self-efficacy
KW  -metacognition
KW  -strategies
KW  -ILM modules
AB  - The current research aims to investigate the relationship between high school student’s computer
self-efficacy and their cognitive actions and metacognitive strategies while engaged in an interactive learning
module. While the computer self-efficacy represents self-efficacy component, the cognitive actions represent
the activities while using the modules. The metacognitive component was represented by planning, monitoring
and regulating strategies. Students at two high schools in the state of Utah in the United States of America were
the target research population. They enrolled in programming and math classes offered by school abc and a
physics class offered by school xyz. One hundred students participated in this study. This study focuses on
three ILM modules that represent some fundamental concepts in computer science. Three questionnaires were
used: demographic questionnaire, computer self-efficacy questionnaire and self-regulated computer-based
learning questionnaire. The results show that computer self-efficacy is positively correlated with cognitive
actions. There is no significant correlation that exists between computer self-efficacy and components of
metacognitive strategies.
ER  -