Effect of Self–Regulated Learning Strategies on Secondary School Students’ Performance in Home Economics Education

Abstract

This study investigated if using self-regulated learning strategies could promote students learning
performance in Home Economics. A quasi-experimental design was used to examine the effectiveness of a
teaching intervention in achieving the goals of learning using experiment group (N = 51) and control
group (N = 54). A pre-test was administered to both groups to determine their entry characteristic; a
standardized aptitude test was also administered to both groups to determine their intelligent quotient(I.Q).
At the end of the treatment which lasted for eight weeks, a post-test was given to both groups, to
determine the effect of treatment. All hypotheses were tested at 0.05 level of significance. The study
revealed that the experimental group scored significantly higher on measures reflecting self-regulated
learning process in their learning experience than the control group, (Mean= 28.80 experimental) (Mean =
26.52 control). There was no significant difference in performance in academic ability of student with low
and high IQ exposed to self-regulated learning ( P = .336). The study revealed that there was a significant
effect of treatment (method) on students' achievement in Home Economics, with no significant difference in
the performance of students; The study thus recommended among others that teachers should encourage
the use of self-regulated learning method by student in studying Home Economics with better achievement.