Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science

Autor/inn/en	Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel
Titel	Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science
Quelle	In: Journal of Education and Practice, 6 (2015) 5, S.45-52 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Metacognition; Science Achievement; Junior High School Students; Quasiexperimental Design; Sampling; Coeducation; Science Tests; Correlation; Control Groups; Hypothesis Testing; Statistical Analysis; Learning Strategies; Teaching Methods; Conventional Instruction; Pretests Posttests; Gender Differences; Foreign Countries; Scores; Nigeria + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Koedukation; Korrelation; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Ausland
Abstract	This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was assigned to the control group through a simple toss of the coin. Basic Science Achievement Test (BSAT) was the instruments used to collect data. Three research questions and three null hypotheses guided the study. The data for the research questions were answered descriptively using mean and standard deviation, while the hypotheses were tested using the analysis of Covariance (ANCOVA) at an alpha level of 0.05. The findings of the study reveal that self regulated learning strategy enhanced higher students' achievement in basic science than the conventional method. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01