SELF-REGULATED LEARNING AND ACHIEVEMENT MOTIVATION AS CORRELATES OF PHYSICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study investigated the relationship between self-regulated learning, achievement motivation, and academic achievement in Physics among secondary school students in Ekiti State, Nigeria. The study employed a correlational design, utilising a survey and an ex post facto approach. A sample of 233 Senior Secondary School III Physics students was selected using a multi-stage sampling technique from a population of 4,505 students. Two instruments, the Physics Students’ Self-Regulated Learning Questionnaire (PSSLQ) and Physics Students’ Achievement Motivation Questionnaire (PSAMQ), were used for data collection. The instruments were validated by science educators and test and measurement experts, confirming their face and content validity. Reliability analysis yielded Cronbach's Alpha coefficients of 0.79 and 0.83 for PSSLQ and PSAMQ, respectively, indicating high internal consistency. The results showed a significant positive relationship between self-regulated learning (r = 0.711, p < 0.05) and achievement motivation (r = 0.707, p < 0.05) with academic achievement. Regression analysis revealed that both self-regulated learning (β = 0.405, p < 0.05) and achievement motivation (β = 0.385, p < 0.05) significantly predicted academic achievement, with a combined explanatory power of 56% (R² = 0.560). The study concludes that self-regulated learning and achievement motivation, both individually and jointly, significantly predict academic achievement in Physics. Based on the findings, it is recommended that educators incorporate self-regulated learning strategies and foster achievement motivation to enhance students' academic achievement in Physics, and policymakers provide support and training for teachers to develop effective strategies for promoting these skills.