Students' EBA Academic Support System Usage Accordıng to Their Level of the Self-Regulatory Learning Strategy And Their Views on the System

This research was conducted to reveal students’ EBA academic support system (EBA-ASS) usage according to their self-regulated learning strategy and their views on the system. The study group of the research, in which the multiple special case design was adopted, consisted of 34 students studying in the 11th and 12th grades in different districts of Mardin. Before the students used the EBA-ASS, the system was introduced by the researcher, and then the Self-Regulatory Learning Strategies Scale (SRLSS) and participant information forms were filled in by the students. It was ensured that the students used EBA-ASS in the physics lesson for 5 weeks and filled out the diaries after each use. At the end of the application, semi-structured interviews were conducted with each student by using the questions prepared according to the answers given by the students to the diaries. The obtained data were subjected to content analysis. At the end of the research, it was determined that the views of the students with different levels of Self-Regulatory Learning Strategies (SRLS) on EBA-ASS and their usage of the system were generally similar. On the other hand, it can be said that as the student's SRLS level increases, the duration of using EBA-ASS increases. Students generally have positive opinions about EBA-ASS. It is recommended that this system, which is liked and easily used by students, should be developed in accordance with every grade level and every course content, and the promotion of the system should be increased to spread its use.