GOAL SETTING SELF-REGULATED LEARNING AS CORRELATE OF STUDENTS’ ACHIEVEMENT IN BIOLOGY
Keywords:Biology, Goal Setting Self-Regulated Learning, Achievement
This study examined goal setting self-regulated learning as correlate of students’ achievement in Biology. The study was carried out in Onitsha education zone of Anambra State Nigeria. The design was correlational research type. The target populations for the study were Biology students of senior secondary II (SS II) classes in Onitsha education zone in Anambra state, Nigeria. The sample for the study was three hundred and thirty two (332) Biology students (male: 156 and female: 176) drawn through stratified and random sampling techniques. Two research questions and one hypothesis was raised to guide the study. The instruments used to elicit the relevant data were: A twenty item instrument questionnaire called Goal Setting Self- Regulated Learning Scale (GSSRLS) and twenty objective test called Biology Achievement Test (BAT) designed by the researcher. The scores of students from BAT were obtained as the students’ academic achievement. The reliability coefficient of .845 respectively for GSSRLS using Cronbach's Alpha and .88 for BAT was obtained using Kuder Richardson 20 formula. The data collected were analysed using Pearson’s Product Moment Correlation for research questions, hypothesis was tested at .05 level of significance using regression ANOVA. The results revealed that: there is a moderate relationship between students’ goal setting self-regulated learning and their academic achievement in Biology. The result revealed that there is a moderate relationship between male and female students’ goal setting self-regulated learning and their academic achievement in Biology and a significant difference exist between male and female students’ goal setting self- regulated learning and their academic achievement in Biology in secondary school, in favour of female students. Based on the findings of the study, it was recommended among others that academic achievement is not a gender issue, both genders should be encouraged to excel in academic achievement since equal opportunities is provided for both genders. Base on the recommendations conclusions were made.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.