Students’ Self-Regulation as Correlate of Academic Achievement in Biology in Public Secondary Schools in Orlu Education Zone, Imo State, Nigeria
DOI:
https://doi.org/10.47747/ijets.v3i3.1142Keywords:
Students’ self-regulation, Correlate of academic achievement, Public secondary schools, Orlu Education ZoneAbstract
The study investigated students’ self-regulation as a correlate of academic achievement in Biology in public secondary schools in Orlu Education Zone, Imo State, Nigeria. The study which adopted a correlation research design was guided by two research questions and hypotheses. The population for the study was 24,600 female students and male students. The sample size for the study was 200 female students and male students, from 5 intact classes of 40 students each, selected through a simple random sampling technique. One instrument, the “Students’ Self-Regulation Questionnaire” (SSRQ) was used for data collection. The instrument was validated by three lecturers in the Department of Educational Psychology, Alvan Ikoku College of Education, Owerri. The reliability of the instrument was established using test-retest method which yielded a coefficient of 0.86. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed a moderate extent to which acceptance of responsibility and controlling one's learning correlate with academic achievement in Biology in public secondary schools in Orlu Education Zone. In addition, there is no significant correlation between acceptance of responsibility and academic achievement in Biology in public secondary schools in Orlu Education Zone. It was concluded that students’ self-regulation correlates with academic achievement in Biology in public secondary schools as students’ acceptance of responsibility and controlling their own learning for their learning are considered important correlates
References
Abbey, l. M. & Okorogba, L. I. (2017). Comparative effects of students’ academic performance in learning Financial Accounting using instructional video. Internal Journal of Advanced Academic Research in Arts, Humanities and Education, 3(12), 24-29.
Alotabi, K., Tohmaz, R. & Jabok, O. (2017). The relationship between self-regulated learning and academic performance for a sample of community college students at King Saad University. Educational Journal, 6(1), 28-29.
Becker, L. L. (2011). Self-regulated learning in an introductory undergraduate accounting course. Electronic Theses and Dissertations. Paper 1337. http://dc.etsu.edu/etd/1337
Benfreiff, D. (2018). Giving students the keys to control their own learning outcomes. https://www.hmhco.com/blog/do-students-have-control-over-the-outcome
Education Endowment Foundation. (2018). Metacognition and self-regulation. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation
Ekechukwu, R. O. & Amaeze, F. E. (2017). Pathways of psychological variables on physics academic performance of senior secondary school students in Imo State, Nigeria. Asian Journal of Management Sciences & Education, 6(3), 113-121.
Korb, K. A. (2012). Conducting educational research: Interesting educational variables. http://korbedpsych.com/R0cVariables.html
Mbah, C. C. N., Imo, J. C., Nwokeforo, C. & Duru, E. (2016). Statistical analysis of environmental factors influencing students’ academic learning in secondary schools in the face of education in Imo State. A case of Owerri municipal council. International Journal of Education and Evaluation, 2(2), 85-94.
Nnorom, S. U. & Nwankwo, B. C. (2020). Home environmental factors influence on academic performance of secondary school students in Owerri zone II, Imo State, Nigeria. Asian Journal of Advances in Research, 3(4), 34-41.
Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Frontiers in Education, https://doi.org/10.3389/feduc.2019.00102
Okparaji, I. & Igbokwe, I. C. (2020). Influence of self-instructional strategies on the academic achievement of students in public secondary schools in Ohaji, Imo State, Nigeria. The International Journal of Humanities & Social Studies, 8(9), 121-126. DOI:10.24940/theijhss/2020/v8/i9/HS2009-022
Oparaji, I. C. & Ugwu, I. (2019). Self-regulated learning as correlates of academic achievement of students of economics in secondary schools in Imo State. South Eastern Journal of Research and Sustainable Development (SEJRSD), 2(2), 101-114.
Pandolpho, B. (2018). Putting students in charge of their learning. https://www.edutopia.org/article/putting-students-charge-their-learning
Richmond, E. (2014). What happens when students control their own education? https://www.theatlantic.com/education/archive/2014/10/what-happens-when-students-control-their-own-education/381828/
Steinmayr, R., Meißner, A., Weidinger, A. F. & Wirthwein, L. (2014). Academic achievement. Oxford Bibliographies. DOI: 10.1093/obo/9780199756810-0108
Stewart, I. & Maisonville, A. (2020). Successful students take responsibility. https://ecampusontario.pressbooks.pub/studyprocaff/chapter/successful-students-take-responsibility/
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ndidi Angelina Ononuju, Chidinma Eberechukwu Okwara-Kalu, Annabel Uchechukwu Obinna-Akakuru, Ordua Victor Ndubuisi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/)
