Effectiveness of Self Regulated Learning in Terms of Achievement in Mathematics of High School Students of Maharashtra

Abstract

The concerned area of study is Mathematics Education. The present research tried to infuse SRL strategies to improve mathematics achievement. The study was carried out using a Pre-test, post-test, and non-equivalent control group design to ascertain the effectiveness of self-regulated learning on students Achievement in Mathematics. An experimental Method was employed for the study. The teaching strategy was the main independent variable of the study. There were two groups of students in the 9th class, namely, the Experimental group and the Control group. The experimental group was taught through the Self-regulatory strategy and the Control group was taught through the Traditional method of teaching. The other independent variables were Gender, Intelligence, and Study Habits. The study s dependent variables were Achievement in Mathematics of Students, Attitude toward Mathematics, and Problem-Solving Ability. A random sampling technique was employed for this study. Achievement in Mathematics was assessed with the help of an Achievement Test developed by the investigator. A standardised test was used for assessing the variables. newline Percentile, Mean, SD, 2 X 2 Factorial Design ANCOVA, and 2 X 3 Factorial Design ANCOVA statistical techniques were used for analysing the data. The findings of the study reflected that the Self-Regulated Learning Strategy was effective in terms of the students Achievement in Mathematics. A significant effect of Treatment, Intelligence, and Level of Study Habits was found on the student s Achievement in Mathematics. A significant effect of Treatment was also found on the Problem-Solving Ability of students. There was no significant effect of Gender was found on the student s Achievement in Mathematics and Problem-Solving Ability of students. There is no significant effect of Intelligence was also found on the Problem-Solving Ability of students. There was no significant effect of Treatment and Gender was found on the Attitude towards Mathematics of high school students.