Relationship Between Undergraduates’ Self-Regulated Learning and Their Academic Achievements

Abstract

Educational scholars have begun recently to explore and investigate important strategies which learners could regulate their academic performance. Self-regulated learning plays an imperative part in students’ academic achievement. This study intended to explore the association between undergraduates’ self-regulated learning and their academic achievement. The nature of this study was quantitative and correlational. Participants consisted of Two hundred fifty (250) undergraduates of different faculties (faculty of natural sciences and faculty of management sciences). All the participants were assessed on self-regulated learning scale (SRLS). Pearson correlation and t-test was employed for data analysis. Results point out that there is positive and significant association between students’ Self-Regulated Learning and their Academic Achievement. Moreover, it is found that female undergraduates are more self-regulated learners as compared to male undergraduates. However, there was insignificant difference between self-regulated learning of faculty of management sciences and faculty of sciences.