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

Nwafor Chika E, Abigail Chikaodinaka Obodo, Gabriel Okafor


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.

Keywords: Self-regulated learning, Basic Science, Quasi-experiment, Stimulus response learning.

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