The Correlation Between Students’ Online Self-Regulated Learning Skills and Performance in Mathematics
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Abstract
This study aimed to analyze and correlate the students' academic performances concerning their self-regulated learning in a high school in Lanao del Norte. A survey through an online questionnaire was used during the study for 113 students, of whom 71 were female, and 42 were male. The types of questions follow the Self–Regulated Learning Questionnaire of Kocdar et al. (2018). To determine the degree of self-regulation, the performance level of students, and the relationship among variables, statistical tools based on percentage, mean, standard deviation, and correlation coefficient were used. Results have shown that the students responded to a great extent to the different components of the self–regulated learning questionnaire. It has also shown that students have achieved a very satisfactory rating in their performance. Findings reveal that there is a significant relationship between students' self–regulated learning skills and their performance in mathematics. Furthermore, gender, devices used in online learning, and internet connectivity significantly relate to their performance.
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