Self-Regulated Learning Strategies and their Impact on Mathematics Achievement of Tenth Grade Students

Authors

  • Mulugeta Atnafu Addis Ababa University, Addis Ababa, Ethiopia
  • Mulugeta Atnafu Addis Ababa University, Addis Ababa, Ethiopia
  • Alemayehu Tsega Addis Ababa University, Addis Ababa, Ethiopia

Keywords:

Meta-cognitive, time and study environment, effort regulation, peer learning, mathematics achievement

Abstract

Self-regulated learning (SLR) is recognized as an important predictor of student academic motivation and achievement. This process requires students to independently plan, monitor and assess their learning. However, few students naturally do this well. To conduct this research survey approach study was employed. The primary source of data was 134 grade

10 students from a total of 1357. Proportionate stratified and systematic random sampling techniques were employed to select 72 male 62 female of participant students. Likewise, the collected data were analyzed quantitatively by using descriptive statistics such as t-test, regression analysis and Pearson correlation. Achievement test and the Motivated Strategies for Learning Questionnaire (MSLQ) were the main data gathering instruments. The finding of the study indicates that meta-cognitive self-regulated learning strategies are the ones most frequently employed by students; there was no statistically significant difference with respect to gender and school in the use of self-regulated learning strategies; meta-cognitive and help seeking self-regulated learning strategies were significantly positively correlated with academic achievement; and the highest contribution for mathematics achievement was meta-cognitive.

Author Biographies

Mulugeta Atnafu , Addis Ababa University, Addis Ababa, Ethiopia

Dr Mulugeta Atnafu, Ph.D (Mathematics Education) is Assistant Professor of mathematics education (and chairperson), Scince & Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia. E-mail: ayatmu@yahoo.com

Mulugeta Atnafu , Addis Ababa University, Addis Ababa, Ethiopia

Dr Mulugeta Atnafu, Ph.D (Mathematics Education) is Assistant Professor of mathematics education (and chairperson), Scince & Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia. E-mail: ayatmu@yahoo.com

Alemayehu Tsega, Addis Ababa University, Addis Ababa, Ethiopia

Alemayehu Tsega, M. Ed, in Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia.

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Published

2022-04-12

How to Cite

Atnafu , M. ., Atnafu , M. ., & Tsega, A. (2022). Self-Regulated Learning Strategies and their Impact on Mathematics Achievement of Tenth Grade Students. Staff and Educational Development International, 18(1). Retrieved from http://journal.netsed.net/index.php/sedi/article/view/111

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