Relationship between Self-Regulated Learning and Academic Achievement among Form Three Students in Kakamega County, Kenya
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Date
2024-10
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Journal of African Interdisciplinary Studies
Abstract
The purpose of the study was to investigate the relationship between self-regulated learning
and academic achievement. The cognitive theory of self-regulated learning guided the study.
This study adopted a correlation research design with a target population of 2097 Form three
learners in public schools found in Navakholo sub-county. A sample of 450 form three
students was selected from 8 public schools to participate in the study. Stratified and simple
random sampling techniques were used to select the sample. Data were collected using
questionnaires. Academic achievement of the students was obtained from examination
records that were obtained from schools that were used in the study. To establish the validity
and reliability of the research instruments, pilot study was done on 30 students in form Three
that were selected from a day and mixed public school in the neighboring Mumias Subcounty, Kakamega County. Descriptive procedures and inferential statistical methods were
applied in analyzing the data. The results revealed a positive and significant correlation
between self-regulation in learning and achievement in academics, r =.59, p <.00. Therefore,
the null hypothesis is rejected and the alternative one adopted. For supplementary hypothesis,
the results reveal existence of positive and significant relationship between all subscales of
self-regulation in learning and achievement in academics, memory strategy, r = .66; goal
setting, r = .44; self-evaluation, r = .63; seeking assistance, r = .43; environmental structuring,
r = .45; learning responsibility, r = .51; organizing, r = .48, p < .05. Therefore, the null
hypothesis was rejected and alternative one adopted. The results imply that the higher the
self-regulation among the students the higher the achievement in academics. Based on the
results, teachers and parents should come up with programs to help students enhance their
self-regulation strategies and skills by providing the necessary support to help them to
improve their academic achievement. School administration should help the teachers with the
necessary teaching materials and resources geared towards improving students’ strategies of
self-regulation. This will enable the students achieve higher grades in academics.
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Citation
Khamala, M. J., & Mutweleli, S. (2024). Relationship Between Self-Regulated Learning And Academic Achievement Among Form Three Students In Kakamega County, Kenya. Journal of African Interdisciplinary Studies, 8(10), 358-371.