AI Insight
The article investigates the development of mathematical and self-regulation skills among students preparing for laboratory work, using an integrated instructional approach that combines in-class activities with self-study elements. The study examines how blending direct instruction with autonomous learning strategies can improve students' ability to apply quantitative reasoning in laboratory contexts. Findings suggest that this integrated model supports both procedural competence and metacognitive awareness relevant to scientific practice.
Why it matters
Improving students' mathematical and self-regulatory preparedness for laboratory work has direct implications for science education at the university level, potentially reducing skill gaps that hinder experimental learning. This approach could inform curriculum design in STEM programs where quantitative reasoning and independent study habits are essential.