Self-regulated Learning Strategies For Second Year Pupils Secondary Science And Technology

Abstract

The objective of this study is to reveal the level of self-regulated learning strategies among second year students, science and technology stream, and to know the statistical significance of the differences in strategies among students in light of gender and class variables. It was based on a sample of 75 male and 80 female students who were chosen in a simple random way. The tool employed was the Self-regulated learning strategies scale used in the study by Hamouda (2020). We followed the descriptive analytical approach. The results showed that there is a real difference between the levels of students’ possession of self-regulated learning strategies, and that the majority of them do not have a high level, and there are statistically significant differences attributed to the gender variable and in favor of females. There are no statistically significant differences attributed to the gender variable and in favor of females. There are no statistically significant differences due to the stream variable.