Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis
Table 3
Student attendance and tardiness during the SREP intervention.
Participant
Total SREP attendance
Attendance before test no. 1
Attendance before test no. 2
Attendance before test no. 3
Total SREP lateness
Lateness before test no. 1
Lateness before test no. 2
Lateness before test no. 3
ratioa (%)
ratioa (%)
ratioa (%)
ratioa (%)
ratiob (%)
ratiob (%)
ratiob (%)
ratiob (%)
Vince
14/17 (82.4%)
3/3 (100%)
6/7 (85.7%)
5/7 (71.4%)
0/14 (0%)
0/3 (0%)
0/6 (0%)
0/5 (0%)
Pauline
9/17 (52.9%)
1/3 (33%)
3/7 (42.8%)
5/7 (71.4%)c
1/9 (11.1%)
0/1 (0%)
0/3 (0%)
1/5 (20%)
Eric
13/17 (76.5%)
2/3 (75%)
6/7 (85.7%)
5/7 (71.4%)
4/13 (30.8%)
0/2 (0%)
0/6 (0%)
4/5 (80%)
John
11/17 (64.7%)
3/3 (100%)
5/7 (71.4%)
3/7 (42.8%)
6/11 (54.5%)
3/3 (100%)
1/5 (20%)
2/3 (66.7%)
Attendance ratios and percentages reflect whether students showed up to a session regardless of lateness. Lateness was defined as being late to an SREP session by more than 15 minutes.
aRatio pertains to the number of sessions students attended divided by the total number of sessions offered.
bRatio pertains to the number of times students were late to an SREP session divided by the number of sessions attended.
cPauline missed the last session because she was on a family vacation.