A Correlational Inquiry on Self-Regulation and Learning Outputs: The Case of Davao del Norte MOOC Learners

Abstract

In this time of coronavirus pandemic, scholars are studying worldwide how the learners pursue lifelong learning through self-regulation in open and distance education since few studies are known about this issue. Researchers debate whether the students' self-regulation in online learning correlates with their learning outputs (course grades). In light of Self-Regulation Theory (SRT) on andragogy, this study is administered to the 290 Massive Open Online Courses (MOOC) adult learners of Davao del Norte, Philippines in determining if there is a significant relationship between the level of their learning outputs and their self-regulation in an online course. The author aimed to identify the respondents' level of self-regulation in online learning, determine their level of learning outputs in a MOOC, identify whether there is a significant relationship between their self-regulation and learning outputs, and if there is a significant relationship, determine the significant predictors of their learning outputs achieved in a MOOC. This study followed a quantitative-correlational design in collecting, interpreting, and discussing data that the author gathered from surveying the respondents by using an adapted questionnaire on Self-Regulation for Online Learning. The author used SPSS to analyze data using the multiple regression correlation test. The results revealed that the level of self-regulation among the respondents was very high, and they attained an excellent level of learning outputs. Furthermore, the findings showed that there is a strong relationship between their self-regulation in distance learning and their learning outputs in MOOC. It was also found out that the meta-cognition, time management, environmental structuring, help-seeking, and persistence are all significant predictors of learning outputs. Findings show that self-regulation can significantly predict the learning outputs of online learners in exploring the MOOCs for their personal and professional development. Researchers may investigate further the factors behind the high level of self-regulation and the excellent level of learning outputs achieved by Filipino respondents.