Effects of the TRIAL classroom model on the self-regulation of primary education students against traditional methodology

The TRIAL Classroom model was conceived to generate authentic learning experiences in the classroom and was designed based on the hybridization of three teaching models: Sports Education, Cooperative Learning and Project Based Learning. To date, works have been found that show positive results in terms of competence and in the different objectives that define the model. However, there is no evidence of studies that deepen in establishing the self-regulated connections that occur when implementing TRIAL Classroom nor there is a comparison with the traditional methodology. The objective of this study has been to analyze the students' self-regulation when participating in the implementation of the TRIAL Classroom model against the traditional methodology. In order to collect data in order to analyze them and respond to the proposed objective, a questionnaire was administered before the beginning of the experience and at the end of it. The experience involved 61 students enrolled in three classes belonging to two schools in the Murcia Region of primary education room. Two classes implemented the TRIAL Classroom model and the other (control group) implemented the traditional methodology. The results indicated significant differences in the different subscales in favor of the TRIAL Classroom model.