Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students

Myint Swe Khine,Masooma Ali Al Mutawah,Ruby Thomas

doi:10.29333/iejme/639

Myint Swe Khine, Masooma Ali Al Mutawah + Show 1 more

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https://doi.org/10.29333/iejme/639

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Abstract

Students’ view on themselves is the root of self-regulatory skills, and it will serve as an evaluator of their capability to succeed. This study attempts to find the relationship between students’ self-regulation in learning and academic achievements in Mathematics and Science in the secondary schools in Bahrain. ‘Engagement in Mathematics/Science Learning and Self-Regulation’ questionnaires adopted from TIMSS (2011) and administered to different sets of students. The data was analyzed to explore the reliability of the questionnaires and the association between self-regulation and academic achievement. The study found that there is a positive correlation between them in both cases.

Highlights

Self-regulation refers to learning that results from students’ self-generated thoughts and behaviors that are systematically oriented in order to attain their learning goals
Engagement in Mathematics Learning and Self-Regulation (32 Items) questionnaire was adopted from TIMSS (2011), and translated into Arabic
Standard deviations, and correlations among task value, control of learning beliefs, goal orientation, selfefficacy, and achievement in Mathematics and Science are described in tabular form

Summary

Introduction

Self-regulation (or self-regulated learning) refers to learning that results from students’ self-generated thoughts and behaviors that are systematically oriented in order to attain their learning goals. Self-regulated learning involves goal-directed activities that students instigate, modify, and sustain (Zimmerman, 1994, 1998). Hannula (2004; p.114) stated “There is a relationship between students’ self-concept, self-esteem, self-confidence and anxiety, and further the qualities of their motivational or learning outcomes, which is often negative and inhibiting in nature, resulting in disturbance of students’ mathematics learning, problem solving, or performances”. He mentioned that ‘the qualities and functioning of significant self-system processes determine the power and role of affect in studentspersonal learning or performance processes in mathematical situations’(p.115). He mentioned that ‘the qualities and functioning of significant self-system processes determine the power and role of affect in studentspersonal learning or performance processes in mathematical situations’(p.115). Velayutham et al (2011; p. 2159) stated ‘An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success’

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