scholarly journals Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Learning Strategy ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Senior Secondary Schools ◽  
Senior Secondary

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

scholarly journals Self-regulated learning: Goal setting and self-monitoring

2013 ◽  
Vol 37 (4) ◽  
pp. 46 ◽  
Author(s):  
Marc Bloom
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Goal Setting ◽  
Learning Strategy ◽  
Motivation To Learn ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning ◽  
Practical Implications

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

scholarly journals The effect of Mercedes model with embedded assessment strategy and technology on biology students’ learning outcomes in Lagos Nigeria.

2019 ◽  
Vol 3 (2) ◽  
pp. 39-53
Author(s):  
ADENIKE JULIANAH OLADIPO ◽  
Olusoji Olurotimi Adewumi ◽  
Akinleye Oluyemi Ogundiwin
Keyword(s):  
Secondary Schools ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Analysis Of Covariance ◽  
Embedded Assessment ◽  
Biology Students ◽  
Assessment Strategy ◽  
Senior Secondary Schools ◽  
Subject Specialization ◽  
Senior Secondary

Abstract Methods and strategies traditionally used in teaching science have been described by several researchers as being unsatisfactory and ineffective over many years.  Hence, this study examined the effect of Mercedes Model with Embedded Assessment Strategy and Technology on Biology students’ learning outcomes. A pretest-post-test control group, quasi experimental design was adopted for the study.  Two purposively selected EDs were randomly assigned to experimental and control groups. Three senior secondary schools were randomly selected from each ED. Altogether, a total of six schools in the two selected EDs were involved in the study. Two intact classes (one science and another non-science) were randomly selected from each of the six schools making a total of twelve classes. In all 568 Senior Secondary Class I biology students formed the sample size. Five instruments were used to generate data for the study, namely, Mercedes Model with Embedded Assessment Strategy and Technology in Diffusion (M2EASTID), Mercedes Model with Embedded Assessment Strategy and Technology in Osmosis (M2EASTIO). Conventional Lesson Plan on Diffusion (COLPOD), Conventional Lesson Plan on Osmosis (COLPO) and Test on Students’ Learning Outcomes in Osmosis and Diffusion (TESLOOD). Four hypotheses were formulated and tested at 0.05 level of significance. Data collected were analysed using frequency counts, means, deviation and analysis of covariance.  There was significant effect of treatment on students’ learning outcomes on selected biology concepts. Also, subject specialization has a significant effect on the dependent measures. Mercedes Model with Embedded Assessment Strategies and Technology therefore was effective and significantly improved students’ learning outcomes. Hence, it was recommended that biology teachers in senior secondary schools should adopt Mercedes Model with Embedded Assessment Strategy and Technology for teaching for understanding and application of biology concepts.  

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