The monitoring and controlling dimension consisted of three categories: monitoring or controlling group progress (MC), claiming (partial) understanding or comprehension failure (CC), and detecting errors or checking plausibility (DC).
Monitoring or controlling group progress helped students clarify their shared understanding and sustained the ongoing collaborative learning process.
In every week, advancing and explaining solutions (AE), monitoring or controlling group progress (MC), and claiming (partial) understanding or comprehension failure (CC) occurred the most frequently.
Students in high-achievement groups demonstrated a high proportion of co-regulatory behaviors, including establishing task demands and setting goals, advancing and explaining solutions, monitoring or controlling group progress, reflecting on group goals and progress, and making adaptations.
The most frequent behavior was advancing and explaining solutions (AE, 30.63 %), followed by claiming (partial) understanding or comprehension failure (CC, 23.98 %), monitoring or controlling group progress (MC, 9.52 %), and evaluating current solutions (EV, 7.70 %).
It was very clear that the high-achievement groups demonstrated a higher proportion of behaviors in terms of establishing task demands and setting goals (ES), advancing and explaining solutions (AE), monitoring or controlling group progress (MC), reflecting on group goals and progress (RE), and making adaptations (MA).
" Monitoring and controlling Monitoring or controlling overall group progress (MC) "How is it going?
The paths MC → CC and MC → RE indicated that when students monitored the group's progress, they claimed partial understanding or reflected.
It aims to identify high risk areas or groups, monitor progress of polio status, indicate the need for supplementary strategies if widespread outbreaks occur or "mopping-up" immunization if restricted to limited foci, as well as to certify a country polio-free.
