Effects of Self-Regulated Learning Model on Students Attainment of Physics Concepts and Retention in Nigeria

Avbenagha Eseoghene Andrew and Agbigbe Kingsley
Volume 29, December, 2023 view(s)27 view(s)

Abstract

Before the pandemic (COVID-19), Nigeria's education sector was already faced with many problems. One of the problems is how to make learning in schools more authentic, more useful, more contextualized and more meaningful for students so that they are equipped to solve problems that confront them in and beyond schooling. We should ask ourselves, how our children /students can compete on the world stage with this quality of teaching (through rote memorization). Consequently, the effects of Self-regulated learning model on physics students' academic achievement and retention would be explored. In order to address these issues, four (4) research questions and four (4) hypotheses will be raised and tested in the study at 0.05 level of significant. The study will adopt the quasi-experimental research design (Non-Equivalent Control group research design). All SSII physics students' in all the public senior secondary schools in Ethiop West Local Government Area of Delta State form the population of the study. From the total population of the study, a sample will be drawn from two co-education public senior secondary schools that are far apart; these two schools will be selected using the multistage sampling techniques. The instrument that will be used for data collection will be the Physics Students' Achievement Test (PSAT). Reliability and Validity of the instruments will be carried out and analysed using the t-test and analysis of covariance statistics (ANCOVA). It is hope that workable recommendations that will improve students' academic achievement will begiven due attention by the concerned educational bodies and the Government, based on the findings of this study.

Citation


Avbenagha Eseoghene Andrew and Agbigbe Kingsley. Effects of Self-Regulated Learning Model on Students Attainment of Physics Concepts and Retention in Nigeria. Africa Journal of Educational Research, 29, 79-84.


Article Type: Full Text

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