Preliminary Study: Self-Regulated Learning Procedure

Self-regulated learning (SRL) is widely adopted by various educational institutions all over the world. A simple guideline is important and essential for the successful implementation of SRL that yields good results. Hence, a procedure and lesson plan of SRL for the subject of Principles of Management are developed and tested in a preliminary study. The objective of the preliminary study is to determine the reliability of the instruments so that the implementation procedure and lesson plan for the real study can be executed smoothly. This study was conducted for a cycle of SRL designed procedure. ANCOVA was used to analyse the effects of the procedure and lesson plan in relation to students’ motivation, metacognitive awareness and academic achievement. Based on the results of the preliminary study, the items reliability index using alpha cronbach was 0.92, indicated that the questionnaire was good and effective. Each variable was significantly different, indicated that the procedure and lesson plan have positive effects on motivation, metacognition, and academic achievement. In conclusion, the procedure and lesson plan of Principles of Management developed are ready for an actual study.

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Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

sjesr ◽

10.36902/sjesr-vol4-iss2-2021(395-401) ◽

2021 ◽

Vol 4 (2) ◽

pp. 395-401

Author(s):

Sadia Rasheed ◽

Dr. Mumtaz Akhtar

Keyword(s):

Academic Achievement ◽

Learning Strategies ◽

Secondary Level ◽

Control Group ◽

Self Regulated Learning ◽

Study Results ◽

Significant Difference ◽

Regulated Learning ◽

Post Test ◽

The Subject

The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

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IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

Psychosophia: Journal of Psychology, Religion, and Humanity ◽

10.32923/psc.v2i1.1594 ◽

2020 ◽

Vol 2 (1) ◽

pp. 1-15

Author(s):

Fatin Rohmah Wahidah ◽

Farida Kurniawati

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Learning Motivation ◽

Learning Abilities ◽

Low Socioeconomic ◽

Self Regulated Learning ◽

Regulated Learning ◽

The Subject ◽

Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

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