THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING AND STUDENTS’ LEARNING OUTCOMES IN PHYSICS

Abstract

This study examined the relationship between self-regulated learning and students’ learning outcomes in physics. A correlational research design was adopted for the study. The targeted population of the study comprised of all physics students in Education District IV of Lagos State. A simple random sampling technique was used to choose five (5) schools in the location of study. The simple random sampling technique was further employed to choose one hundred (100) physics students from each school chosen. This made up five hundred (500) physics students used as the sample size for the study. A self-developed achievement test titled Physics Achievement Test (PAT), self-regulated learning questionnaire and attitude towards physics questionnaire are the instruments used for data collection. The reliability coefficients (α = 0.78) for PAT was calculated using Kuder-Richardson (KR) 20 while the reliability coefficient (α = 0.81 and 0.77) for self-regulated learning questionnaire and attitude towards physics questionnaire respectively was calculated using ordinal alpha. These instruments were used for data gathering. The study answered three research questions and tested three null hypotheses using Pearson Product Moment Correlation and Independent sample t-test. The result showed that there is a positive and significant relationship between self-regulated learning and students’ academic achievement in physics. Based on the study, it was recommended that students should be given tasks and assignment that would encourage individual learning and physics practical in secondary schools, and School managers and stakeholders should ensure that self-regulated learning is promoted in secondary schools.