Self-Regulated Learning Strategy and Biology Students' Achievement in Population Ecology in Senior Secondary Schools in Akwa Ibom State:- Akanwa, U.N

Abstract

To investigate Self- regulated learning Strategy and Biology students’ academic achievement in population ecology in senior secondary schools, in Akwa Ibom State. Two null hypotheses was formulated. A pretest postest quasi- experimental design was adopted. A population of 8,364 and sample size of 134 (71males and 63 females) SS2 Biology students was selected for the study using simple random sampling.Biology Achievement Test (BAT) consisting of 40 questions,validated by experts was used for the study. Kuder Richardson's formula 21 (KR _ 21) was used to estimate the internal consistency which was 0.82. Descriptive statistics and Analysis of covariance (ANCOVA) were used to answer research questions and test hypotheses respectively. The result of analysis indicated that Biology students taught using self-regulated learning strategy had a higher academic achievement than those taught using the lecture method, that gender was not a determinant of Biology students’ academic achievement. Based on the findings, recommendations were made among which is the need for Biology teachers to adopt and make use of self- regulated learning strategy in teaching population ecology. Keywords self- regulated learning, Academic Achievement, Gender, Biology