Home-Based Self-Directed Learning: Relationship of Self-Regulated Learning Strategies, Attitude and Family Demographics on Students' Academic Performance

Harold Floren

Date of Award

2021

Document Type

Thesis

Degree Name

Master of Science in Science Education

Department

Biology

First Advisor

Catherine Genevieve B. Lagunzad, PhD; Cornelia C. Sotto, PhD

Abstract

With the shift in the mode of academic instruction due to the global pandemic, educators used different approaches for continuing teaching and learning. Aside from the usual online distance education, adaptive offline modalities such as modular learning have been done to respond to these changes in academic delivery. This study aims to know how self-regulated learning (SRL) affects students' academic performance and attitude towards biology using the adaptive mode of learning instruction such as printed learning modules used in most public high schools in the Philippines. The participants of the study are composed of forty-three (43) secondary ninth-grade students who used adaptive offline self-directed learning materials. These materials are specifically in the form of printed learning modules provided by the public school system. A mixed-method approach was adopted in this study to examine the self-regulated learning strategies and the attitudinal component measure of the students towards biology. Students' self-regulated learning strategies and attitudes towards biology have been assessed through modified survey questionnaires and structured interviews. Students' self-regulated learning measures were assessed quantitatively through the Motivated Strategies for Learning Questionnaire (MSLQ). The qualitative component focused on the structured phone interviews using the Self-Regulated Learning Interview Schedule (SRLIS) to evaluate specific self-regulated learning strategies used by high and low-achieving students. The results showed a high positive correlation between the relationship of the student's self-regulated learning and their academic performance in biology; meanwhile, a low positive correlation has been observed between self-regulated v learning and attitude towards biology. Metacognitive SRL strategies such as self- evaluation have the highest frequency among advanced and proficient students. Other forms of self-regulated learning strategies that seek assistance and help from others are more observed among those students in the developing level. Contributory factors that may affect their academic performance with the shift of educational instructional delivery were assessed. Generated principal components influencing students' academic performance were primarily attributed to students' intrinsic motivation, metacognitive and cognitive processes, along with parents' involvement and social class dimension. These different factors interplay on how to develop better learning opportunities using adaptive distance learning modality. Improvement of learners’ cognitive and metacognitive skills with self-regulation isimperative for better academic performance.

This document is currently not available here.

Share

COinS