An investigation of the relationship between academic performance and use of self-regulated learning strategies among form IV students in Zimbabwe

Abstract

The Relationship between performance of some Zimbabwean ‘O' level students and their use of self-regulated learning strategies was examined. Fourteen categories of self-regulated learning strategies were identified from 148 students’ responses to a modified self-regulated Learning Interview Schedule (SRLIS). Three measures; total strategy use, total strategy frequency, and total strategy consistency were used to measure students’ reported use of self-regulated learning strategies. The scores of these three measures were related to students ’ performance in mid-vear examinations in English and Mathematics. There were no significant sex differences in strategy use as measured by the three composite measures. Also there was no school status difference in strategy use. Regression analysis and factor analysis on the consistency measures of each category of self-regulated learning strategies gave an overall support to the self-regulation/performance function.