The Relationship of Self-Regulated Learning, Academic Performance and Self-Efficacy of Grade 12 Students in English Modular Distance Learning in Kapayapaan Integrated School
Mario M. Mercado Jr.
DepEd Calamba City, Calamba City, Laguna, Philippines
DOI: https://doi.org/10.54476/iimrj256
ABSTRACT
Modular distance learning situates Filipino students to learn in their own homes ideally with the help of their parents/guardians and/or siblings acting as the “More Knowledgeable Other”. This is to assist in their learning process subsequently of the limited contact with teachers. However, this setup cannot be guaranteed for all students as parents and guardians have varied skills, knowledge, and attitudes. Thus, learners must use appropriate self-regulated learning (SRL) strategies in a distance learning setup. Findings revealed the SRL level of Grade 12 ABM, HUMMS, STEM students of Kapayapaan Integrated School in English modular learning manifests in goal setting, environment structuring, task strategies, time management, help seeking, and self-evaluation. Multiple regression analysis proved that SRL strategy of goal setting showed significant relationship with the students’ academic performance. Additionally, goal setting and environment structuring demonstrated significance in their English self-efficacy. Self-regulated learning strategies are necessary tools for students’ success and have a close relationship with selfefficacy and academic achievement. This study also suggests that by harnessing self-regulated learning skills, there may be increase in academic performance and self-efficacy in English, particularly in modular distance learning.
Keywords: Self-regulated Learning, Academic Performance, English Language Self-efficacy, Modular Distance Learning,