Abstract—Self-regulation pay a key role on undergraduates’ knowledge, skills, and engagement in flipped classroom. However, some students cannot complete assignment due to failure of time management, which is a critical skill of self-regulation (SR). Therefore, a tool is required to support self-regulation. Assignment log is a key tool for maintaining self-regulation, including self-efficacy, time management, and help-seeking. This study aimed to study the usage of the assignment logs in flipped classroom and lecture based-learning on self-efficacy, time management, and help-seeking, compared with flipped classroom and lecture based-learning without the assignment logs. The participants included two groups, which one had 41 undergraduate students and another one consisted of 26 students who are part of an electronic engineering program at a large technical university in Bangkok, Thailand. The ANOVA results revealed that there was different self-efficacy, time management, and help seeking between learning with the assignment log and other lecture-based learning without the assignment log and flipped classroom without the assignment log. Students who have learned with the assignment log perceived self-efficacy and time management more than lecture-based learning method and flipped classroom methods. This study provides insight into the importance of the assignment logs to support students’ self-regulation.
Index Terms—Assignment log, help-seeking, time management, self-regulation.
The authors are with King Mongkut’s University of Technology Thonburi, Thailand (e-mail: firstname.lastname@example.org, email@example.com).