Using Self-Regulated Learning to Enhance Mathematics Achievement among Grade 11 Learners in Kenya

Abstract

The 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.