Correlational Analysis Between Self – Regulated Learning Strategy and Academic Performance of Students of Kaduna State College of Education, Gidan Waya, Nigeria

Jonah Ayuba Anzah, Lem Godfrey Daniel, Muhammad Umar Sumaila

Abstract


The study investigated the Relationship between Self – Regulated Learning Strategy and Academic Performance of 100 level NCE Science Students in Kaduna State College of Education, Gidan Waya, Nigeria. The study adopted Quasi experimental design of pre – test/post –test control group. The population of the study consisted of (1,179) students comprising of six hundred and seventy-three (673) males and five hundred and six (506) females. A Sample of (120) students consisting of (60) each for male and female were selected using the Purposive and Stratified Sampling techniques. The experimental and control groups each has 60 students (30 males and 30 females). The Experimental Group were taught topics drawn from NCE I contents of Basic General Mathematics using Self – Regulated Learning Strategy while the Control Group were taught the same contents using the Lecture method within a treatment period of six weeks. Self – Regulated Learning Strategy Questionnaire (SRLQ) with a reliability co-efficient of 0.94, and the Basic General Mathematics Performance Test (BGMPT) with reliability coefficient of 0.61 were used as data collection instruments. The data collected were analyzed using Descriptive Statistics, Pearson Product Moment Correlation Coefficient, and the t- test at a significant level of p < 0.05. The finding revealed a slight relationship (r=0.486) between SRLS and Academic Performance of Science students in Mathematics. The study concluded that teachers of Mathematics can help their students to self – regulate in their learning, thereby improving their Academic Performance in Mathematics generally. Recommendations were made base on the findings of the study. 


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