The Effects of Self-Regulated Learning Training on Students’ Metacognition and Achievement in Chemistry

Abstract

Self-regulated learning strategies are critical for students to be able to learn abstract subjects successfully and meaningful. This article reports on an empirical investigation of the effectiveness of self-regulatory training on secondary school students’ metacognition and achievement in chemistry. A total of 60 students aged 14-15 were randomly assigned into either the experimental group or the control group. Participants in the experimental group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. Data were collected using pre- and post-self-regulated learning questionnaire (SRLQ), and pre- and post reaction rates knowledge tests (RRKT) test. Additional qualitative data were collected through classroom observation and interviews. Quantitative data were analysed using SPSS while thematic analysis was used for the qualitative data. The results revealed that there were significant differences between the two groups in terms of SRL skills, i.e. students in the experimental group scored higher on post-SRLQ. Regarding students’ achievement in chemistry, a slightly greater improvement was found for the students with SRL training. The findings suggested that training in SRL improves students’ achievement in chemistry and therefore should be included in secondary science classrooms.