Show simple item record

dc.contributor.authorOng'uti, Charles Onchiri
dc.contributor.authorAloka, Peter J.O.
dc.contributor.authorNyakinda, Joseph Otula
dc.date.accessioned2023-07-27T11:50:54Z
dc.date.available2023-07-27T11:50:54Z
dc.date.issued2022-12-01
dc.identifier.issn1740-2883
dc.identifier.issn1740-2875
dc.identifier.urihttp://ir.jooust.ac.ke:8080/xmlui/handle/123456789/12719
dc.description.abstractThe study investigated the effect of self-regulated learning (SRL) on mathematics performance among learners in Kenya. The study employed Solomon four research design. A sample size of 408 grade 11 learners from four schools was obtained using stratified and simple random sampling techniques. Validity of the instruments was ensured with assistance of experts in psychology and mathematics. Reliability of the questionnaires was ensured using the Cronbach's alpha method and all the subscales had alpha of greater than 0.7. Descriptive statistics such as frequencies and percentages and inferential statistics such as paired samples t-test was used to analyse the data. The results indicate a significant difference [t(83) = -10.498, p < 0.001] between pre-test and post-test score of the experiment group which means a significant impact of treatment (training on the use of SRL techniques). Universities and teacher-training colleges should infuse aspects of SRL techniques in their teacher-training programs.en_US
dc.language.isoenen_US
dc.publisherInderscience Enterprises Ltd.en_US
dc.subjectSelf-Regulated Learningen_US
dc.subjectSRLen_US
dc.subjectMathematics Performanceen_US
dc.subjectLearnersen_US
dc.subjectPublicen_US
dc.subjectSecondary Schoolsen_US
dc.subjectKenyaen_US
dc.titleUsing Self-Regulated Learning to Enhance Mathematics Achievement among Grade 11 Learners in Kenyaen_US
dc.typeArticleen_US


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record