Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels

This paper investigated self-regulated learning skills as a predictor of students’ achievement in mathematics based on ability level. The study is prediction-design research of correlational type. The subjects were 882 SSII students from the secondary schools in Owerri Education Zone of Imo State. T...

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Autores principales:	Darlington Chibueze Duru, Sam O. C. Okeke
Formato:	article
Lenguaje:	EN
Publicado:	Department of Mathematics Education 2021
Materias:	mathematics achievement self-regulated skill achievement levels Education L Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/14d3a8587d7c45839c60fed34012af97
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spelling	oai:doaj.org-article:14d3a8587d7c45839c60fed34012af972021-11-19T05:55:16ZSelf-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels2620-63152620-632310.29103/mjml.v4i2.5708https://doaj.org/article/14d3a8587d7c45839c60fed34012af972021-10-01T00:00:00Zhttps://ojs.unimal.ac.id/mjml/article/view/5708https://doaj.org/toc/2620-6315https://doaj.org/toc/2620-6323This paper investigated self-regulated learning skills as a predictor of students’ achievement in mathematics based on ability level. The study is prediction-design research of correlational type. The subjects were 882 SSII students from the secondary schools in Owerri Education Zone of Imo State. The researchers adopted the multi-stage but simple random sampling technique to draw the sample. Two instruments were used to collect data for this study. They are the Self-regulated Learning Questionnaire (SRLQ) and Mathematics Achievement Proforma. The validity of the instruments was ensured through experts’ suggestions and guidance. Single-administration reliability and Cronbach Alpha ensured the reliability of SRLQ (0.89). The data collected were analyzed using regression analysis and coefficient of determination at 0.05 alpha level with the aid of Statistical Package for Social Sciences (SPSS) version 20. The results of the study revealed that self-regulated learning skill predicts 6.0% and 4.3% respectively to the variance observed in high and low achieving students in mathematics. This prediction is significant as attested to by the regression analysis carried out (p < 0.05). Therefore, secondary school students should regulate their learning to increase their mathematics achievement.Darlington Chibueze DuruSam O. C. OkekeDepartment of Mathematics Educationarticlemathematicsachievementself-regulated skillachievement levelsEducationLMathematicsQA1-939ENMalikussaleh Journal of Mathematics Learning, Vol 4, Iss 2, Pp 86-89 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mathematics achievement self-regulated skill achievement levels Education L Mathematics QA1-939
spellingShingle	mathematics achievement self-regulated skill achievement levels Education L Mathematics QA1-939 Darlington Chibueze Duru Sam O. C. Okeke Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
description	This paper investigated self-regulated learning skills as a predictor of students’ achievement in mathematics based on ability level. The study is prediction-design research of correlational type. The subjects were 882 SSII students from the secondary schools in Owerri Education Zone of Imo State. The researchers adopted the multi-stage but simple random sampling technique to draw the sample. Two instruments were used to collect data for this study. They are the Self-regulated Learning Questionnaire (SRLQ) and Mathematics Achievement Proforma. The validity of the instruments was ensured through experts’ suggestions and guidance. Single-administration reliability and Cronbach Alpha ensured the reliability of SRLQ (0.89). The data collected were analyzed using regression analysis and coefficient of determination at 0.05 alpha level with the aid of Statistical Package for Social Sciences (SPSS) version 20. The results of the study revealed that self-regulated learning skill predicts 6.0% and 4.3% respectively to the variance observed in high and low achieving students in mathematics. This prediction is significant as attested to by the regression analysis carried out (p < 0.05). Therefore, secondary school students should regulate their learning to increase their mathematics achievement.
format	article
author	Darlington Chibueze Duru Sam O. C. Okeke
author_facet	Darlington Chibueze Duru Sam O. C. Okeke
author_sort	Darlington Chibueze Duru
title	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
title_short	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
title_full	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
title_fullStr	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
title_full_unstemmed	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
title_sort	self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
publisher	Department of Mathematics Education
publishDate	2021
url	https://doaj.org/article/14d3a8587d7c45839c60fed34012af97
work_keys_str_mv	AT darlingtonchibuezeduru selfregulatedlearningskillasapredictorofmathematicsachievementafocusonabilitylevels AT samocokeke selfregulatedlearningskillasapredictorofmathematicsachievementafocusonabilitylevels
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Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels

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