SHENGQI LIU,YU CHENG SHEN
DOI: https://doi.org/This investigation evaluates the efficacy of a technology-supported self-regulated learning (SRL) intervention in enhancing academic achievement among students at Guizhou Vocational College of Applied Technology, a rural institution training learners for technical careers. Utilizing an Alternating Treatment Design, the study comprised three phases: a baseline of traditional instruction, a 15-session intervention employing a digital platform to promote SRL via metacognitive strategies, and a five-session reinforcement phase. Data from 30 students, assessed through a Vocational Academic Achievement Test and a tailored evaluation, indicated score increases of 8–12 points, with significant improvements in problem-solving. The SRL platform, featuring goal-setting and real-time feedback, outperformed conventional methods, highlighting the role of technology in fostering autonomous learning. These findings advocate for integrating SRL technologies in resource-constrained vocational settings, with implications for curriculum development and educator training. Further research should examine the intervention’s applicability across diverse technical disciplines.
