ISSN: 2226-6348
Open access
One of the important decisions a teacher has to make is to choose specific teaching method that would best achieve lesson objectives and ensure effective learning to take place among students. The use of active strategies among college students is said to promote higher achievement among students. One of these methods is self-regulated learning. This research aimed to investigate the effectiveness of self-regulating learning (SRL) method in relation to student’s motivation and use of learning strategies and students’ achievement in Biological Science. The study used a pretest-posttest design. One intact class was used with 39 students. Teacher-made achievement test, course teaching manual, course reader and Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. (1991) were used in the study. Results revealed that SRL method increased students’ achievement in Biological Science. Results on MSLQ revealed no significant differences between the mean scores of students. MSLQ Motivation and Learning Strategy scales showed no significant relationships with achievement score. SRL method sustained students’ motivation and use of self-regulated learning strategies towards learning Biological Science. Findings of the study may provide implications on the use of active strategies that could effectively teach Biological Science among college students.
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist. 40(4), 199-209.
Baer, J. (2008). Grouping & achievement in cooperative learning. College Teaching. 51(4), 169-174.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to Information systems course. Information Technology, Learning, & performance Journal,20(1). 11-23.
Cobb, R. Jr. (2003). The relationship between self-regulated learning behaviors and academic performance in web -based courses. (Doctoral Dissertation) Virginia Polytechnic Institute and State University.
Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology. 13. 58-74.
Frankael, J. R., & Wallen, N. E. (2007). How to design and evaluate research in education .6th edition.N.Y. McGraw Hill. Retrieved on May 14, 2012 from http://goo.gl/1KAKd6
Garner, J. K. (2009). Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology, 143 (4), 405–426.
Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical E-learning environments? Journal of Computer Assisted Learning. 22,24-33.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
Pintrich, P., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). Module for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (eds.) Handbook of Self-Regulation (pp. 451-502). San Diego: Academic Press.
Schunk, D. (1989). Social cognitive theory and self-regulated learning. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 83-110). New York: Springer-Verlag.
Wolters, C. A. (1999). The relationship between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 3 (3), 281-299.
Young, S. H., & Konstantinos, V. (2002). Elementary in-service teachers’ self-regulated learning strategies related to their academic achievements. Journal of Instructional Psychology, 29(3), 147.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology. 81(3), 329-339.
Zimmerman, B., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in self-regulated learning. In D.H. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 185-207). Hillsdale, NJ: Erlbaum.
In-Text Citation: (Aguila-Gomez, 2016)
To Cite this Article: Aguila-Gomez, M. (2016). Motivated Strategies for Learning and Students’ Achievement in Biological Science Using Self-Regulated Learning. International Journal of Academic Research in Progressive Education and Development, 5(4), 134–146.
Copyright: © 2016 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode