Self-regulated learning and academic achievement in biology

Abstract

This study examined the relationship between self-regulated learning strategy use and academic achievement among Form Four biology students in four secondary schools in Trinidad and Tobago (one government secondary, one senior comprehensive, and two government assisted). A learning strategy questionnaire was administered to the 110 students in the sample and achievement was measured by student performance in the end-of-term examination of the fourth form. Data analysis revealed low to moderate, but significant relationships, between the self-regulated learning strategy variables and achievement variables. Achievement appeared to be dependent on self-regulated learning strategy use. Significant relationships were also found between motivation and strategy use, and there were significant gender differences in academic achievement, with boys performing better than girls