Title: Using self-regulated learning to enhance mathematics achievement among grade 11 learners in Kenya

Authors: Charles Onchiri Ong'uti; Peter J.O. Aloka; Joseph Otula Nyakinda

Addresses: School of Education, Humanities and Social Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya ' Wits School of Education, University of the Witwatersrand, South Africa ' School of Mathematics and Actuarial Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya

Abstract: The study investigated the effect of self-regulated learning (SRL) on mathematics performance among learners in Kenya. The study employed Solomon four research design. A sample size of 408 grade 11 learners from four schools was obtained using stratified and simple random sampling techniques. Validity of the instruments was ensured with assistance of experts in psychology and mathematics. Reliability of the questionnaires was ensured using the Cronbach's alpha method and all the subscales had alpha of greater than 0.7. Descriptive statistics such as frequencies and percentages and inferential statistics such as paired samples t-test was used to analyse the data. The results indicate a significant difference [t(83) = -10.498, p < 0.001] between pre-test and post-test score of the experiment group which means a significant impact of treatment (training on the use of SRL techniques). Universities and teacher-training colleges should infuse aspects of SRL techniques in their teacher-training programs.

Keywords: self-regulated learning; SRL; mathematics performance; learners; public; secondary schools; Kenya.

DOI: 10.1504/IJLC.2023.129211

International Journal of Learning and Change, 2023 Vol.15 No.2, pp.190 - 205

Received: 23 May 2020
Accepted: 06 Apr 2021
Published online: 01 Mar 2023 *

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