learning - Academic Conferences Limited

Serdar Çiftci and Mehmet Akif Ocak
Some of the sample answers given by students to question 1 were as follows: “In order to choice the
topics, it created a specific order and depending on this order, it provided easiness to study the topics.
Therefore, with the planning phase of the MMT, it provided planning to study the topics effectively and
efficiently with a particular sequence.”, “In a specified period of time, it helped to study the topics
which I chose more effectively and in a disciplined way.”, “It helped me to follow the topics
respectively; it assisted me on how much time I will spend for each subject.”, “It helped me to plan
and arrange the topics according to the order of importance.”. Similarly, Simons (1994) found that one
aspect of planning that has been studied is whether students plan different learning activities when
learning for recall and when preparing for comprehension.
2. In the monitoring stage, to what extent MMT helped you?
Of the coded responses, 55.56% specifically indicated that the students were able to monitor their
study progress. 29.63% of the coding indicated that the MMT helped students to go through the
learning, to see learning deficiencies and to estimate the required time for each topic. Examining the
data obtained from interviews, it was identified that the students, with the monitoring section of the
MMT, could trace their own study activities and give direction to their study. The tool, also, allowed
the students to monitor their study speed and re-shape their own work schedules. When analyzing the
answers given by the students, prominent answers are shown in Table 2.
Table 2: Students’ responses to question 2
Keywords f %
Monitoring 15 55,56
It gives help 8 29,63
Step by step learning 1 3,70
Disciplined work 1 3,70
I did not see its effect 1 3,70
Guidance 1 3,70
Total 27 100
Sample answers given by students to question 2 were as follows: “I saw my deficiencies by looking
the time spent on the topics and studied those topics again.”, “I watched the steps in a more
disciplined way. I performed the work in a better way than I have done before.”, “I see the difference
between my application and my plan. It helped me to see where I stayed behind on my work.”, “By
seeing how much time I complete the topics, now I estimate the time required to split up for each
subject better.”. Prior research also indicates that accurate monitoring is crucial in learning and
training contexts where students have to master a great deal of new knowledge (Tobias, Everson and
Laitusis, 1999).
3. In the self-evaluation stage, to what extent MMT helped you?
Of the coded responses, 76.19% indicated that the students received reminders for self-evaluation. In
this way, students controlled their planning (14.28%) and study process (4.76%). When analyzing the
answers given by the students, prominent answers are shown in Table 3.
Table 3: Students’ responses to question 3
Keywords f %
Checking points for self-evaluation 16 76,19
Re-planning 3 14,28
Controlling my self-study 1 4,76
Evaluation 1 4,76
Total 21 100
Sample answers given by students to question 3 are as follows: “In the evaluation stage, I got
opportunity to control my own studies.”, “It gave me chance to re-plan when I needed”, “It remind me
of self-evaluation by myself.”
4. In the revision stage, to what extent MMT helped you?
129