La detección de errores y la autoevaluación como mecanismos para impulsar la autorregulación del aprendizaje en estudiantes de educación secundaria

Abstract

The objective of this research was to study the role of error detection and retroactive selfregulation as determinants of performance in secondary education students. A total of 198 students participated in this quasi-experimental study, which involved a control group and two experimental groups. This enabled us to analyse the effects of both error detection and the subsequent self-regulation by means of several ANOVA analyses. In addition, we analysed the effect of an assessment script on student’s self-assessment. Nevertheless, the divergence in both their self-assessment and error detection was most pronounced when not using the assessment instrument. Furthermore, the correlation analysis revealed that error detection was significantly and positively correlated with students’ performance. Students who conducted error detection and subsequently formulated and completed self-regulation activities achieved better performance. Our results suggest that the use of error detection as a tool has considerable potential in the teaching and learning process.