Self-regulated instructional learning strategy on students‟ achievement in economics
- Author Oleabhiele, Eric Oziegbe
- DOI
- Country : Nigeria
- Subject : Education Management
Keywords : Self-regulated, learning strategy, and students „achievement
Abstract
The study investigated the effects of self-regulated instructional learning strategy on students‟ achievement in Economics. The research work investigated whether the self-regulated instructional learning strategy has significant effects on the academic achievement of senior secondary school students in economics. Two research questions and two hypotheses guided the study. The study utilized the non-randomized control group pre-test post-test experimental design. The sample consisted of 66 students from two schools chosen through simple random sampling techniques. Students of the experimental group were taught using self-regulated instructional method. While control group was taught using the conventional teaching method. Economics Achievement Test instrument was developed and validated by experts and was used for the collection of the data. The reliability of the instrument was obtained using the K-R 20 which yielded a reliability coefficient of 0.85. Data collected were analyzed using mean and standard deviation to answer the research questions and Two-way Analysis of co-variance was used to test the hypotheses at 0.05 level of significance. Major findings of the study indicated that self- regulated instructional strategy was significantly effective in enhancing the academic achievement of the students in Economics.
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