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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Autor*in:	Darlington Chibueze Duru [verfasserIn] Sam O. C. Okeke [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	mathematics achievement self-regulated skill achievement levels

Übergeordnetes Werk:	In: Malikussaleh Journal of Mathematics Learning - Department of Mathematics Education, 2020, 4(2021), 2, Seite 86-89
Übergeordnetes Werk:	volume:4 ; year:2021 ; number:2 ; pages:86-89

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.29103/mjml.v4i2.5708

Katalog-ID:	DOAJ048399817

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allfieldsSound	10.29103/mjml.v4i2.5708 doi (DE-627)DOAJ048399817 (DE-599)DOAJ14d3a8587d7c45839c60fed34012af97 DE-627 ger DE-627 rakwb eng QA1-939 Darlington Chibueze Duru verfasserin aut Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. mathematics achievement self-regulated skill achievement levels Education L Mathematics Sam O. C. Okeke verfasserin aut In Malikussaleh Journal of Mathematics Learning Department of Mathematics Education, 2020 4(2021), 2, Seite 86-89 (DE-627)1029857393 26206323 nnns volume:4 year:2021 number:2 pages:86-89 https://doi.org/10.29103/mjml.v4i2.5708 kostenfrei https://doaj.org/article/14d3a8587d7c45839c60fed34012af97 kostenfrei https://ojs.unimal.ac.id/mjml/article/view/5708 kostenfrei https://doaj.org/toc/2620-6315 Journal toc kostenfrei https://doaj.org/toc/2620-6323 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2021 2 86-89
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author	Darlington Chibueze Duru
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title	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
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title_full	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
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title_sort	self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
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title_auth	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
abstract	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.
abstractGer	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.
abstract_unstemmed	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.
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title_short	Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels
url	https://doi.org/10.29103/mjml.v4i2.5708 https://doaj.org/article/14d3a8587d7c45839c60fed34012af97 https://ojs.unimal.ac.id/mjml/article/view/5708 https://doaj.org/toc/2620-6315 https://doaj.org/toc/2620-6323
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Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels

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