Abstract

The cultivation of college students’ practical skills in the classroom plays an increasingly important role in the training of innovative talents. This study adopted a cluster randomised controlled trial (CRCT) design to evaluate the effect of self-regulated learning on the classroom practical ability (homework quality and experimental operation) of college students majoring in physical education. Yuncheng University served as the experimental group implementing self-regulated learning, while Yuncheng Normal University acted as the control group using traditional learning. Each group consisted of 12 college students aged 18-22 majoring in physical education. The teaching experiment plan was reviewed and approved by experts. Generalised estimating equations (GEE) and Bonferroni tests were used for data analysis. The classroom practical ability (homework quality and experimental operation) of the students was evaluated before and after a two-week SRL intervention. The results showed that the classroom practical ability (homework quality and experimental operation) of the students in both groups significantly improved over time. There was no significant difference between the two groups in the pre-test stage; however, in the post-test stage, the experimental group showed a statistically significant improvement in homework quality and experimental operation compared to the control group. The research results indicate that self-regulated learning is more effective than traditional learning in enhancing the homework quality and experimental operation of college students majoring in physical education, making it a better choice for the cultivation of classroom practical ability.