Examining and Evaluating the Effectiveness of the Curriculum Planning Course Using an Approach Aimed at Enhancing Self-Regulation and Active Learner Participation (A Case Study of Islamic Azad University Students)

Abstract

Purpose: The objective of this study was to examine and compare the effectiveness of self-regulated learning and collaborative learning approaches in teaching a university-level curriculum planning course on students’ academic achievement. Methods and Materials: This study employed a quasi-experimental pretest–posttest design with experimental and control groups. The statistical population consisted of undergraduate students enrolled in the curriculum planning course in educational sciences programs at Islamic Azad University. A total of 97 students were selected and assigned to three groups: self-regulated learning, collaborative learning, and a control group receiving traditional instruction. The intervention was implemented over one academic semester. Data were collected using a researcher-developed academic achievement test administered at the pretest and posttest stages. Content validity was confirmed by expert review, and reliability was established using Cronbach’s alpha. Data analysis was conducted using SPSS 27 and included descriptive statistics, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA) to control for gender effects. Findings: MANOVA results indicated a statistically significant multivariate effect of learning approach on academic achievement (Pillai’s Trace, p < .001), with a large effect size. Univariate analyses showed significant differences among the three groups at the posttest stage, F(2, 91) = 110.14, p < .001, partial η² = 0.635. Bonferroni post hoc comparisons revealed that both the self-regulated learning and collaborative learning groups performed significantly better than the control group (p < .001), while the difference between the two experimental groups was small but statistically significant in favor of self-regulated learning (p < .05). MANCOVA results demonstrated that these effects remained significant after controlling for gender. Conclusion: The findings indicate that both self-regulated learning and collaborative learning are highly effective instructional approaches for enhancing academic achievement in curriculum-related university courses, with self-regulated learning showing a marginal advantage, thereby supporting the adoption of active, learner-centered pedagogies in higher education.