Self-Regulated Learning Promotion and Teaching Practices of SHS Teachers on the Study Skills of SHS Students

Psychology and Education: A Multidisciplinary Journal 28 (8):831-839 (2024)
  Copy   BIBTEX

Abstract

The primary purpose of this study was to examine the influence of self-regulated learning promotion and teaching practices of SHS teachers on the study skills of students. There is an affirmation that self-regulated learning promotion and teaching practices of SHS teachers predict the study skills of students. This study was carried out through a quantitative research design, employing the descriptive-correlational method. A simple random sampling was utilized to determine the number of samples and survey questionnaires were used to gather the data. Likewise, mean and standard deviation, Pearson (r), and regression analysis were the statistical tools utilized to answer the research objectives. Findings revealed that the level of self-regulated learning promotion and study skills of students were highly prevalent which means that they are always manifested, while the level of teaching practices of SHS teachers is high which conveys that the variable is frequently manifested. Nonetheless, a significant relationship exists between the variables under investigation. Thus, this connects to the idea that one’s self-regulated learning and teaching practices influence study skills.

Author's Profile

Louie Jay Caloc
St. John Paul II College of Davao

Analytics

Added to PP
2024-12-27

Downloads
119 (#96,762)

6 months
119 (#44,301)

Historical graph of downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.
How can I increase my downloads?