Motivated Strategies for Learning and Students’ Achievement in Biological Science using Self-Regulated Learning

One of the important decisions a teacher has to make is to choose specific teaching method that would best achieve lesson objectives and ensure effective learning to take place among students. The use of active strategies among college students is said to promote higher achievement among students. One of these methods is self-regulated learning. This research aimed to investigate the effectiveness of self-regulating learning(SRL) method in relation to student’s motivation and use of learning strategies and students’ achievement in Biological Science. The study used a pretest-posttest design. One intact class was used with 39 students. Teacher-made achievement test, course teaching manual, course reader and Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. (1991) were used in the study. Results revealed that SRL method increased students’ achievement in Biological Science. Results on MSLQ revealed no significant differences between the mean scores of students. MSLQ Motivation and Learning Strategy scales showed no significant relationships with achievement score. SRL method sustained students’ motivation and use of self-regulated learning strategies towards learning Biological Science. Findings of the study may provide implications on the use of active strategies that could effectively teach Biological Science among college students.