1.

Objectives of the study not in line with the research methodology

2. The objectives of the study were written not in line with the research question. State the
hypothesis.The objective of the study and research questions that are not seen that researchers
will use SEM in this research.
3. The researcher only use post test. Why did the researchers do not use the pre-test?

Describe detail on your sampling technique.

2. Hypothesis

1. STEM teachers are not using the self-regulation learning strategies with SWDs in secondary school
STEM education
2. STEM teacher modeling and guiding of the self-regulation learning strategies with SWDs will
enhance self-regulatory capabilities, attribution to their performance, intrinsic motivation and
self-efficacy.
3. SWDs can potentially monitor, control, and regulate certain aspects of their own cognition,
motivation, and behavior as well as some features of their environments.
4. SWDs can set standards or goals to strive for in their learning, monitor their progress
toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order
to reach their goals.

3. Research Questions*

1. To what extent do STEM teachers use the self-regulation learning strategies with SWDs in secondary
school STEM education?

2. What is the level of self- regulation of SWDs in secondary school STEM education?

3. What are the factors that affect self- regulation of SWDs n secondary school STEM education?

4. What is the impact of using Self-Regulated Learning Training Program (SRL-TP) on the self-
regulation of SWDs in SETM education?

(c) Objective (s) of the Research*

1. addresses the use of SRL strategies with SWDs in secondary school STEM education.

2. determine the level of self- regulation of SWDs in secondary school STEM education

3. provide a deeper insight into the factors that affect the inclusive of SWDs in STEM education in
Malaysia.

4. investigate the effectiveness of a SLR training for promoting the inclusive of SWDs in STEM education.
Problem statement:

In Malaysia, to ensure the due attention based on needs, the students with special needs are
categorized into three categories according to their disabilities: the hearing impaired, the visual
impaired and the learning difficulties students (UNESCO, 2009). Regardless the disabilities they have,
MOE adapt the policy to accommodate them in a regular classroom and encourages inclusive according
to the level of disability.

Inclusive education is one of the valuable tools for educational equality, capability equality, justice and
well-being of these students (Abdul Nasir & Erman Efendi, 2016). It can help regarding poverty reduction
and reduce the costs of education; World Bank report has estimated that people with disabilities may
account for as many as one in five of the world’s poorest people (Unicef, 2011), it also suggested that
“disability is associated with long-term poverty. Children with disabilities are less likely to acquire the
qualifications that will allow them to earn higher incomes for their life. One the other hand, educating
students with disabilities is a good investment; it reduces welfare costs, frees other household members
from caring responsibilities, and allowing them to increase employment or other productive activities. It
is in the economic interests of governments to invest in the education of children with disabilities so
that they can become competent members of the labour force as they grow up (Unicef, 2011).

SWDs struggle to attain access to STEM coursework even more so than their peers without a disability,
Most STEM studies showed that students with disabilities are often discouraged from taking science and
engineering courses at the K-12 level. Moreover, students with disabilities are not entirely supported to
participate in STEM-related courses due to teachers’ lack of skills and knowledge related to inclusion
(Lee, 2014). The decline in the number of Malaysian students pursuing in high school STEM courses lead
SWDs to undergo more intense struggles during college and are less likely to graduate than their peers
without disability (Koch, 2016).

However, the last two decades have recorded a gradual decline in students’ number participation in
STEM-related studies at the secondary and tertiary levels (Ministry of Education Malaysia (MOE), 2016).
Furthermore, SWDs have even less representation and opportunity within the STEM education (Koch,
2016); this may be attributed to the interest and confidence levels of the students. Students have the
impression that the STEM fields are difficult to learn. This sense of difficulty can result in low students’
confidence to get good results in public examinations. Anyway, this decline and the low performance on
internationally-ranked achievement tests (Koch, 2016), such as International Student Assessment (PISA)
and Trends in International Mathematics and Science Study (TIMSS) is alarming the nation about
achieving the 2020 vision (N. Abdullah, Halim, & Zakaria, 2014).

Self-regulated learning, or self-regulation, refers to our ability to understand and control our learning
environments (Schraw, Crippen, & Hartley, 2006). SRL is an active and constructive process that aid
learner to set goals for their learning, this will help them to monitor, regulate, and control their
cognition, motivation, and behaviour, guided and constrained by their targets and the contextual
features in the environment" (Schunk, 2005). Two decades ago, Research on self-regulation of academic
learning and performance emerged to explain how students become masters of their learning processes
(B. J. Zimmerman, 2008). In Malaysia, a study found that SRL is a significant predictor of undergraduates’
academic achievement (Kosnin, 2007). Moreover, results of many studies revealed that self-regulation
skills could significantly and positively shape high academic achievement and community participation
outcomes (Traylor, 2016). Otherwise, Students’ inabilities to self-regulate cause problems during the
learning process (N. Abdullah et al., 2014). Recent research found students with learning disabilities (LD)
were more likely to (Menditto, Whitehead, & Berkeley, 2015)

a) possess low academic self-efficacy,

b) believe that intelligence was fixed and nonmalleable,

c) prefer performance over learning goals, and

d) interpret the exertion of effort as meaning they possessed limited levels of ability.

All students need to learn to value a strategic approach to learning that requires effort to be successful
(Graham & Berman, 2012). In Malaysia, results of many studies supports the idea that students’ self-
regulatory processes can be enhanced and that better self-regulation results in higher academic
performance (M. N. L. Y. Abdullah & Bakar, 2006; Ali Abdullahi, Maria Chong, Samsilah, & Zoharah, 2014;
Azizan, Shayesteh, Shaffe, Ahmad Fauzi, & Jasmin, 2014; Hashemyolia, Asmuni, Ayub, Daud, & Shah,
2014; Melissa Ng Lee Yen Abdullah, Bakar, Roslan, & Wong, 1998; Puteha & Ibrahim, 2010; Sedigheh,
Rashid, & Reza, 2012; Shukor, Firdaus, & Noor, 2014; Yen, Bakar, Roslan, Luan, & Rahman, 2005).

Beneficial effects on self-regulation have been obtained from interventions designed to improve
students’ goal orientations, learning strategies, self-monitoring and self-evaluations (Schunk, 2005).
Previous studies (Cleary & Callan, 2014; Cleary, Platten, & Nelson, 2008; Kramarski, Desoete, Bannert,
Narciss, & Perry, 2013; Lavasani, Mirhosseini, Hejazi, & Davoodi, 2011) found that self-regulatory
interventions is an effective method for improving students’ self-regulatory skill and school performance
enhancement. It helps regarding behavior management for students with special educational needs as
well (Kang, 2011).

Education plays a significant role in human and nation development and future. For persons with
disabilities, education plays an important part of their lives, it is vital in developing their intellectual and
personal quality and is an influential factor in seeking employment, and to find a job. Students with
disabilities are characteristically poor self-regulators (Kang, 2011) and thus need special training and
explicit instruction to support their acquisition and use of self-regulatory strategies to succeed in STEM
courses. A highly skilled STEM workforce is contingent upon a highly effective STEM educational system
(Koch, 2016).

Therefore, the aim of this study is to gather data about the use of SRL strategies with students with
disabilities enrolled in regular secondary schools from urban and rural places in Perak and Selangor
states in Malaysia. The data will be used to develop a self-regulated training program to promote SWDs
inclusive in STEM education.
Methodology

The purposes of this study are to figure out the reality of using SRL strategies with SWDs in STEM course
in secondary schools in two Malaysian states; Selangor and Perak, and to investigate the What is the
impact of the use of Self-Regulated Learning Training Program (SRL-TP) on the self- regulation level and
the academic performance of students with disabilities in SETM education.

Therefore, the achievement of the goals of the study will be during 2 phases. For each phase there will
be different methodology and different procedures.

Phase one: the factors that affect the inclusive of SWDs in STEM education

The aims of this phase are:

- Figure out the reality of using SRL strategies with SWDs in STEM course in secondary schools.

- Determine the factors that affect self- regulation of students with disabilities in STEM course in
secondary schools.

Research Design

Traditionally, there are three types of research methodology: quantitative, qualitative, and mixed
methods (using both of them). Quantitative research collects data via measures such as self-reports and
physiological tests; it employs descriptive and inferential statistics. Whereas qualitative studies produce
meaningful data that provide descriptive details to data that collected via focus groups, structured or
semi-structured interviews, and other forms (Creswell, 2013).

More researchers believe on getting benefit from incorporating the advantages of both quantitative and
qualitative methodologies into one cohesive framework by using Mixed Methods (MM) (Johnson,
Onwuegbuzie, & Turner, 2007).

In ascertaining the effectiveness of semi-structured interviewing as a means of research, many

researchers maintain that the semi-structured interview is perhaps the preferred choice for researchers
wishing to ‘interpret’ responses from interviewees (Cohen, Manion, & Morrison, 2005). This type of
interview does not need to have a list of predetermined questions, there being a “flexibility” involved
which allows the interviewer to steer the interview topics rather than just rely on questions (Adamson,
2006).

Procedures

The research procedures for phase “1" will be as the following:

1. semi-interviews with “SWDs, teachers, principals and counsellors in secondary schools in urban and
rural areas in Selangor and Perak to figure out the reality of:

- inclusive of SWDs in STEM course in secondary schools.

- Using SRL strategies with SWDs in STEM course in secondary schools

2. Documents analysis for STEM teachers lesson plans to check out to what extent the teachers
implement SRL strategies in their teaching.

3. Using many questionnaires with family and school staff to collect data about

- Demographic factors

- Self-regulatory learning interview scale (SRLIS): This instrument has been used by Zimmerman and
Martinez-Pons in their 1986 and1988 studies which supported the SRLIS is a reliable and valid
measurement on self-regulation. The Self-Regulated Learning Interview Schedule (SRLIS) was used to
assess participants’ self-regulatory learning practices with eight learning contexts (Kang, 2010).
- STEM courses Performance Measure: A performance test will be use with SWDs to determine their
performance in science and mathematics.

- STEM Motivation Scale: Researchers will construct a questionnaire to test the SWDs motivation
toward STEM. The questionnaire will consist different component of motivation such as Self-efficacy,
Achievement goal orientation, Autonomy support, Intrinsic motivation, and anxiety.

Sampling method:

A purposive sampling technique will be used for SWDs and STEM teachers as well. Purposive Sampling
means a researcher sample his population with a purpose in his mind; this could be used with more
specific predefined groups he is seeking to achieve the goals of his research. The number of a sample
size will be determined later according to the population size.

2. Documents analysis for STEM teachers lesson plans to check out to what extent the teachers
implement SRL strategies in their teaching.

Data collected will be used to determine:

- the level of self- regulation of students with disabilities in secondary education (as a pre-test)

- Factors that affect the inclusive by using SEM to model these factors. Results of SEM will help to list
the standards for any Self-Regulated Learning Training Program (SRL-TP).

4. preparing the project materials, which are:

- Self-Regulated Learning Training Program (SRL-TP) model

- “Teacher as a Coach” guide, it will be used in training STEM teacher how to use Self-Regulated
Learning Training Program (SRL-TP).

- - Website/Smartphone App, for promoting SWDs abilities to use SRL in the learning process and their
daily life. It will include materials such as activities, teaching videos, games ….. the web/App will help in
making a communicate between the SWDs themselves and with school teachers.
Phase two: investigate the effectiveness of Self-Regulated Learning Training Program (SRL-TP)

The aims of this phase are:

- the development of Self-Regulated Learning Training Program (SRL-TP)

- Implementing Self-Regulated Learning Training Program (SRL-TP) in STEM courses in secondary
schools.
- Investigate the effectiveness of Self-Regulated Learning Training Program (SRL-TP).

Research Design

Experimental research provides a systematic and logical method for answering the question, "If this is
done under carefully controlled conditions, what will happen?" Experimenters manipulate certain
stimuli, treatments, or environmental conditions and observe how the condition or behaviour of the
subject is affected or changed. Experimental design is the blueprint of the procedures that enable the
researcher to test hypotheses by reaching valid conclusions about relationships between independent
and dependent variables. Choosing particular design is based on the purposes of the experiment, types
of variables to be manipulated, and the conditions or limiting factors which it is conducted. The
researchers will use “The Pre-Posttest, Equivalent-Groups 'Design”, this design is one of the most
effective in minimising the threats to experimental validity. The researchers will use two groups of
students, one will be used as control groups, and the other will be an experimental group. The number
of the experiments and sample size will be determined later according to the population (BEST & KAHN,
1995) where a multi-stage sampling method will be used to select participants’ classes in the
investigation.

Procedures

The research procedures for phase “2” will be as the following:

1. the development of Self-Regulated Learning Training Program (SRL-TP)

2. training teachers on how to train SWDs, and how to plan their teaching to include SRL strategies.
3. training a group of SWDs on how to use the Self-Regulated Learning Training Program (SRL-TP)
model and the Web site/smartphone App.
4. Using the following questionnaires with SWDs and school staff to collect data about

- Self-regulatory learning interview scale (SRLIS)

- STEM courses Performance Measure

- STEM Motivation Scale

Data collected (as a post-test) will be used to investigate the effectiveness of Self-Regulated Learning
Training Program (SRL-TP).