Self-regulated learning and academic achievement of students in grade 8 science /
Dicen, Jessa Mae P.
Self-regulated learning and academic achievement of students in grade 8 science / Jessa Mae P. Dicen - Dumaguete City Foundation University 2016 - xiii l, 73 l. ill: 28 cm
Tables
Bibliographical references 62-65l.
The study primarily aimed to find out if self-regulated learning components were significantly related to the academic performance of Science students in Bolocboloc High School, Sibulan South District, Division of Negros Oriental. It aimed to show the students' profile in terms of age, sex, and previous grade, self-regulated learning strategies in terms of memory, goal setting, self-evaluation, help-seeking assistance, environmental structuring, and organizing component. It further sought to determine the relationship between regulated learning components and students' academic performance; profile and self-regulated learning; and profile and academic achievement. Correlational research design was employed in the study construing mainly self-regulated learning components to be significantly related to academic performance. The study revealed that self-regulated learning components were used by the students in different levels.
T D54 2016 / T D54 2016
Self-regulated learning and academic achievement of students in grade 8 science / Jessa Mae P. Dicen - Dumaguete City Foundation University 2016 - xiii l, 73 l. ill: 28 cm
Tables
Bibliographical references 62-65l.
The study primarily aimed to find out if self-regulated learning components were significantly related to the academic performance of Science students in Bolocboloc High School, Sibulan South District, Division of Negros Oriental. It aimed to show the students' profile in terms of age, sex, and previous grade, self-regulated learning strategies in terms of memory, goal setting, self-evaluation, help-seeking assistance, environmental structuring, and organizing component. It further sought to determine the relationship between regulated learning components and students' academic performance; profile and self-regulated learning; and profile and academic achievement. Correlational research design was employed in the study construing mainly self-regulated learning components to be significantly related to academic performance. The study revealed that self-regulated learning components were used by the students in different levels.
T D54 2016 / T D54 2016