Self-Regulated Learning Strategies, Academic Motivation, Perception of Technology and Mathematics Performance of the Senior High School STEM Students
Volume 6 - Issue 1, January 2023 Edition
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Gerald C. Apostol
Self-Regulation, Academic Motivation, Mathematics Performance, Technology in Education, STEM, Perceptions
The objective of the study was to identify potential indicators of mathematics performance among students at three senior high schools in the province of Pangasinan. It took into consideration self-regulated learning methodologies, technological perception, and academic motivations. Inferential and descriptive statistics were used to obtain the values necessary for drawing logical conclusions. The research was conducted in three STEM-focused mega schools in the province of Pangasinan. The population of the study consisted of 124 11th graders enrolled during the first semester and continuing through the second semester of the 2020-2021 school year. The most common way for students to self-regulate their learning is to consider time and search for an appropriate learning environment. When students set aside time and cultivate a conducive learning environment, they perceive themselves as more productive. In addition, students felt comfortable learning with their mobile devices in and out of the classroom. Academic motivation (7), self-regulated learning strategies (9) and perception of technology were utilized to predict students' performance in mathematics using hierarchical multiple regression. As identified, identified regulation, motivation, rehearsal, time and study environment, and introjection regulation and rehearsal significantly predict students' mathematical performance. The derived model has a predictive accuracy of approximately 72.3% and was determined to be a good model. It is recommended that additional research be conducted on these factors contributing to the academic performance of students and that effective teaching strategies be developed to maximize the effects of these variables.
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