ABSTRACT Mathematics education experts elaborate that motivational, meta-cognitive, and behavioral processes are as important as cognitive processes of students’ mathematics learning. These processes embodied the students’... more
ABSTRACT
Mathematics education experts elaborate that motivational, meta-cognitive, and behavioral processes are as important as cognitive processes of students’ mathematics learning. These processes embodied the students’ self-regulated learning. Hence, this study looked into the self-regulated learning strategies, multiple intelligences, and academic mathematics performance of high and low self-regulated learners. The respondents of the study were grade 10 students comprised of fifteen (15) high self-regulated and fifteen (15) low self-regulated learners of Bulak National High School, in the Cebu Province Division for school year 2016- 2017.
A qualitative method was used to delve into the different self-regulated strategies of high and low self-regulated learners. A Pearson Correlation using SPSS 23.0 also unravel the significant correlation between high level of academic self-regulation and logical/ mathematical intelligence, as well as the academic mathematics performance.
It was found out that students with high self-regulation utilized higher frequencies of self-regulation strategies compared to their low self-regulated peers. The learners’ high level of self- regulation has also significant relationship with logical/ mathematical intelligence, and high academic performance in mathematics. Thus, high self-regulated learners have used powerful self-regulated strategies in regulating their learning to attain high academic mathematics performance. These strategies involve Meta-cognitive (Self- Evaluation), Motivational (Goal Setting and Planning, Rehearsing and Memorizing, Organizing and Transforming), and Behavioral (Environmental and Structuring) processes of self-regulated learning.
Key words: Self- regulated learning strategies, multiple intelligences, academic math performance,
Self-regulation
Mathematics education experts elaborate that motivational, meta-cognitive, and behavioral processes are as important as cognitive processes of students’ mathematics learning. These processes embodied the students’ self-regulated learning. Hence, this study looked into the self-regulated learning strategies, multiple intelligences, and academic mathematics performance of high and low self-regulated learners. The respondents of the study were grade 10 students comprised of fifteen (15) high self-regulated and fifteen (15) low self-regulated learners of Bulak National High School, in the Cebu Province Division for school year 2016- 2017.
A qualitative method was used to delve into the different self-regulated strategies of high and low self-regulated learners. A Pearson Correlation using SPSS 23.0 also unravel the significant correlation between high level of academic self-regulation and logical/ mathematical intelligence, as well as the academic mathematics performance.
It was found out that students with high self-regulation utilized higher frequencies of self-regulation strategies compared to their low self-regulated peers. The learners’ high level of self- regulation has also significant relationship with logical/ mathematical intelligence, and high academic performance in mathematics. Thus, high self-regulated learners have used powerful self-regulated strategies in regulating their learning to attain high academic mathematics performance. These strategies involve Meta-cognitive (Self- Evaluation), Motivational (Goal Setting and Planning, Rehearsing and Memorizing, Organizing and Transforming), and Behavioral (Environmental and Structuring) processes of self-regulated learning.
Key words: Self- regulated learning strategies, multiple intelligences, academic math performance,
Self-regulation
