EFFECT OF SELF-REGULATED LEARNING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

Abstract

This study was designed to investigate the effect of self-regulated learning strategy on secondary school students’ achievement in mathematics in Ezeagu Local Government Area of Enugu state. It was a quasi-experimental study, pretest-posttest, non-equivalent groups were used. A total of 159 SSII students were sampled from two secondary schools in Ezeagu Local Government Area of Enugu state. The schools were made up of two rural and two urban schools drawn by purposive sampling while four intact classes were randomly sampled and assigned experimental and control groups. Mathematics Achievement Test (MAT) was used for data collection. The instrument was validated by the expert. A reliability coefficient of .83 was obtained for MAT using Kuder-Richardson’s formula 20 (KR-20). Two research Questions and three hypotheses guided the study. MAT was administered to the subjects at the beginning of the study to collect the pretest achievement scores. After the treatment period of six weeks, MAT was administered to the subjects for posttest achievement scores. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Major findings of the study revealed that students in the experimental group taught mathematics with self-regulated learning strategy achieved higher than those taught with lecture method. There was no significant effect or interaction between teaching methods and school location on students’ academic achievement in mathematics. It was therefore recommended that self-regulated learning strategy should be adopted for teaching secondary school mathematics.