Achievement on Self Regulated Learning in Mathematics of Students at Dr. Victoria B. Roman Memorial High School : Basis for Enhanced Instructional Strategies / Toribio, Marie Cris Q.

This research aimed to study theachievement of students on self-regulated learning in Mathematics at Dr. Victoria B. Roman Memorial High School (DVBRMHS) during the school year 2015 - 2016. The study involved all 111 Grade 9 students of DVBRMHS. A descriptive method employing a questionnaire was used in this study since it identified the self regulated learning on the Mathematics Achievement in terms of: self-efficacy, metacognition, time and study environment, effort regulation, help seeking, and self regulation. On the other hand, an inferential method was also used to identify the significant difference between the self-regulated learning on the Mathematics Achievement of the students when they are grouped according to their profile. To test the significant relationships of the variables, the following statistical tools were used: the mean and standard deviation were generally used to describe the profile of the respondents in terms of sex and grade point average (GPA), andthe self-regulated learning of students in terms of self-efficacy, metacognition, time and study environment, effort regulation, help-seeking, and self-regulation. On the other hand, t-test and ANOVA were used to measure the difference between the mean ratings in self-regulated learning based on profile of the students. Findings revealed that when the students are grouped based on sex, independent samples t-test statistics revealed that there was a significant difference on the ratings in self-efficacy, time and study environment, and effort regulation and on the overall mean vi ratings. Analysis of the results further showed that female respondents scored better on those aspects. Similarly, when they are grouped based on their grade point average (GPA), the ANOVA statistics revealed that there was a significant different differences on the ratings in self-efficacy, time and study environment, help-seeking, and the overall ratings in self regulated learning. Analysis of the results showed that students with higher GPA generally scored better in the self-regulated learning self-assessment. Based on the findings, the study concluded that there is a significant difference in the self-regulated learning on the Mathematics Achievement of the students when they are grouped based on sex. Similarly, there is a significant difference in the self-regulated learning on the Mathematics Achievement when they are grouped based on their grade point average (GPA). That means, if the student are more self-regulated, they would have better grades in Mathematics. Given the results of the study, some instructional strategies are proposed by the study. To increase the students' metacognition, some metacognitive strategies can be taught to students. It involves three phases: Forethought phase which involves the development of planning strategies which include three stages: setting a goal for a learning task; Establishing strategies for achieving the goal; and Determining how much time and resources will be needed to accomplish the goal; Performance phase where the actual learning or task takes place and which involves monitoring strategy where the learner repeatedly checks whether he/she understands the lesson, example by self questioning; and the Self-reflection phase where the learner evaluates the learning process. Another is the cognitive strategies which have three main types: Elaboration strategies by which connections are established between new lesson and what is already known; Rehearsal strategies which help store information in the memory by repeating the lesson; and Organization strategies to visualize the lesson to facilitate learning. Lastly, is the management strategies which focus on the learning environment and are used to create the optimal learning conditions. It can be aimed at the: learner himself by effort management which involves the strategies that help one persist in case of difficulties; at others through help-seeking or collaborative learning; or at the physical environment. In the light of the findings and conclusion, the researcher recommends the following: To increase the achievement in Mathematics, students are should apply the strategies proposed by the study; To promote self-regulated learning in classrooms, teachers must teach students the self-regulated learning strategies that facilitate learning to create successful life-long learners; The school should maximize the usability of their instructional materials both for teachers and students; Teachers should continue their good performance in teaching the subject and consistently update themselves with the different and recent techniques in presenting the lesson; Administrators should be open to provide teachers training programs that will motivate them to continuously upgrade their knowledge; Since this study has homogeneous type of respondents, it is recommended to conduct a similar study having heterogeneous type of respondents to establish the validity of the findings of this study.