A Study of the Relationship between Self-Regulated Learning Strategies and Academic Achievement of Secondary School Learners

Abstract

Self-regulated learning (SRL) is acknowledged as a significant indicator of student academic achievement (Xiao, Yao, & Wang (2019). This research focuses on the value of the use of self-regulated learning strategies for the learning outcome i.e. academic achievement of X grade learners. In this study, the relationship between the two research variables, the use of SRL strategies and academic achievement of students, was examined. An ex-post facto research design was used for study. The study was carried out with the sample of 230 X grade students randomly selected from Faisalabad District Punjab Province, Pakistan. The instrument namely Academic Self-Regulated Learning Scale (A-SRL-S) was adapted according the local norms. The results indicate that majority of the secondary school learners make use of Academic Self Regulated Learning Strategies (ASRLS) in their academic activities. The study also found moderate level relationship between ASRLS and academic achievement of secondary school learners. Finally, students of both genders were found to be similar in their academic achievement and in the use of ASRLS for their studies. Similarly, the respondents from rural and urban localities were found to be almost similar in their use of ASRLS during their studies whereas they differ significantly in their academic achievement on the basis of their localities.