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ERIC Number: EJ1083647
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-2222-1735
Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science
Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel
Journal of Education and Practice, v6 n5 p45-52 2015
This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was assigned to the control group through a simple toss of the coin. Basic Science Achievement Test (BSAT) was the instruments used to collect data. Three research questions and three null hypotheses guided the study. The data for the research questions were answered descriptively using mean and standard deviation, while the hypotheses were tested using the analysis of Covariance (ANCOVA) at an alpha level of 0.05. The findings of the study reveal that self regulated learning strategy enhanced higher students' achievement in basic science than the conventional method.
IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria