Effect of teaching of self-regulated learning strategies on self-efficacy in students

Abstract

A research underwent with the general objective of proving the effectuality of training in self-regulated learning strategies on self-efficacy in 2nd grade middle-school boys. The sample size consisted of 30 students, 15 each in experimental and control groups, and the method used was of a random cluster multiple-stage sampling type. The measurement tools consisted of questionnaires on self-regulated learning, and self-efficacy that were executed as a pre-test in both groups. After which, only the experimental group was administered training in self-regulated learning strategies for 18 sessions. After the training a post-test using the aforementioned questionnaires were taken from both groups. The data gathered were analyzed using the independent T-test - differences between means. The results showed the training of self-regulated learning strategies produced a meaningful rise in self-efficacy levels in experimental group than control groups