Effect of Self-Regulated Learning Strategies on Grade XI Students’ Academic Achievement

Abstract

Self-regulated learning strategies engage students in learning process which ultimate results academic achievement. A causal comparative study aimed to find out the effect of self-regulated learning strategies i. e. goal setting and memory strategies, on grade XI students’ academic achievement. A sample of two hundred and twenty-nine (229) grade XI students was selected randomly. Five-point Likert scale was used for data collection. Students’ obtained marks in annual examination were taken as their academic achievement. Data analyzed through multiple regression revealed the statistically significant effect of goal setting and memory strategies on students’ academic achievement. Students of grade XI are recommended to experience goal setting and memory strategies as self-regulated learning strategies to improve their academic achievement. Teachers teaching grade XI students are recommended to facilitate their students to experience goal setting and memory strategies as self-regulated learning strategies to improve their academic achievement.