Authors :
Mascardo, Maria Jida C; Lasala, Paula Belle S; Lazarte, Renaire Francis A.
Volume/Issue :
Volume 5 - 2020, Issue 8 - August
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/3aX9giH
DOI :
10.38124/IJISRT20AUG268
Abstract :
This study aims to identify the relationship
between the grade 12 senior high school students’
conception of learning biology and their self-regulated
learning strategies and the impact of these variables on
the academic performance of the students. Two sets of
questionnaires - the Conception of Learning Biology
questionnaire and the Self-Regulated Learning
Strategies questionnaire - were administered to students
in the different public secondary schools in Cebu City
whose schools offered Science, Technology, Engineering
and Mathematics (STEM) strand in the Senior High
School curriculum. This research used exploratory
factor analysis to analyze the data. The results reveal
that there is a significant positive relationship among all
the variables in the conception of learning biology and
all factors in self-regulated strategies of senior high
school students. The data further reveal that there is a
significant positive relationship between the students’
academic performance and one of the factors of selfregulated learning strategies. The results of the study
have implications on the teaching of biology particularly
on understanding student’s conception of learning and
their self-regulated learning strategies in order to
achieve better academic outcomes. It is recommended
for teachers to make necessary interventions in order to
encourage students to develop advanced order
conceptions of learning and higher order self-regulated
learning strategies that would help them attain high
academic performance.
Keywords :
Conceptions of Learning, Self-Regulated Learning.
This study aims to identify the relationship
between the grade 12 senior high school students’
conception of learning biology and their self-regulated
learning strategies and the impact of these variables on
the academic performance of the students. Two sets of
questionnaires - the Conception of Learning Biology
questionnaire and the Self-Regulated Learning
Strategies questionnaire - were administered to students
in the different public secondary schools in Cebu City
whose schools offered Science, Technology, Engineering
and Mathematics (STEM) strand in the Senior High
School curriculum. This research used exploratory
factor analysis to analyze the data. The results reveal
that there is a significant positive relationship among all
the variables in the conception of learning biology and
all factors in self-regulated strategies of senior high
school students. The data further reveal that there is a
significant positive relationship between the students’
academic performance and one of the factors of selfregulated learning strategies. The results of the study
have implications on the teaching of biology particularly
on understanding student’s conception of learning and
their self-regulated learning strategies in order to
achieve better academic outcomes. It is recommended
for teachers to make necessary interventions in order to
encourage students to develop advanced order
conceptions of learning and higher order self-regulated
learning strategies that would help them attain high
academic performance.
Keywords :
Conceptions of Learning, Self-Regulated Learning.
