The purposes of this study were focused on exploring students' learning performances in a hands-on and reflective activity, and exploring the effects of self-regulated learning strategy in hands-on and reflective activity. A quasi-experimental design was employed, and the following conclusions were made: (1) students had difficulties in applying newly learned Mathematics, Science and Technology (MST) concepts in designing and making a product; (2) the self-regulated learning strategy had no significant effect in helping students learn MST concepts, but it did have an important effect and is worthy of further study.
|Number of pages||4|
|Journal||World Transactions on Engineering and Technology Education|
|Publication status||Published - 2010|
ASJC Scopus subject areas