000			01574nam a22001937a 4500
003			OSt
005			20221129102723.0
008			220819b |||||||| |||| 00| 0 eng d
040			_bEnglish _cFoundation University Library
082			_bT D54 2016 _aT D54 2016
100			_aDicen, Jessa Mae P. _eauthor _95824
245			_aSelf-regulated learning and academic achievement of students in grade 8 science / _cJessa Mae P. Dicen
260			_aDumaguete City _bFoundation University _c2016
300			_axiii l, 73 l. _bill: _c28 cm
500			_aTables
504			_aBibliographical references 62-65l.
520			_aThe 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.
942			_2ddc _cTH _n0
999			_c2862 _d2862