Effects of Self-regulated Learning, Parental Involvement and Homework on Academic Achievement of School Students

Abstract

The focus of this research is around education specifically academic achievement of year 10 students in Secondary Schools Brunei. The purpose of this research is to explore the effects of self-regulated learning, parental involvement, and homework on the academic achievement of the Year 10 students. MethodsThe collection of data is hoped to provide invaluable insight for teachers, unit of Guidance and Counseling, parents, students, and individual on the topic concerning the academic achievement of the students and particularly their children. Therefore, measures can be taken to address any issues to improve their academic achievement. Before-hand, a pilot study was carried out to determine the consistency of the questionnaire. The research instrument adopted in this research, for instance, is the questionnaire and it involves 300 students of year 10 in randomly selected government schools in Brunei. All the accumulated data were processed using Statistical Package for the Social Science (SPSS). Multiple regression and MANOVA were used to test the research questions. ResultsThe findings provide evidence that self-regulated learning, parental involvement and homework have significant impact on academic achievement [R²= .047, adjusted R² = .046; F= (3,220= 3.742 p=0.05). The model explained 4.7% of the variance in the students' academic achievement. The findings also showed that self-regulated learning (F = (1, 222 =21.40, p=0.000) and homework (F=

Pengaruh Self Regulated Learning dan Self Efficacy Terhadap Hasil Belajar Ekonomi Peserta Didik dalam Pembelajaran Daring di Era Covid-19

“…Self regulated learning secara signifikan mempunyai korelasi terhadap hasil akademik seorang pelajar (Shing & Rameli, 2020). Penelitian lain juga mengungkapkan hasil serupa yakni secara signifikan ada pengaruh antara tingkatan self regulated learning terhadap capaian hasil akademis pebelajar (Yahaya et al, 2020). Namun hasil berbeda ditunjukkan penelitian Saraswati (2017) yang menunjukkan self regulated learning tidak berhubungan dengan hasil akademik.…”

“…Penelitian lain turut melaporkan bahwa kelompok peseta didik self regulated learning rendah memperoleh hasil belajar lebih rendah, sedangkan kelompok peserta didik self regulated learning tinggi menunjukkan hasil belajar lebih tinggi (Xiao et al, 2019); (Dörrenbächer & Perels, 2016). Penelitian ini turut mendukung pula hasil penelitian lain di waktu sebelumnya bahwa self regulated learning secara signifikan memiliki pengaruh terhadap hasil akademik seorang pebelajar (Shing & Rameli, 2020); (Yahaya et al, 2020). Ketika peserta didik dapat belajar atas niat yang tumbuh dalam benaknya sendiri maka ia akan mampu mengatur diri dengan baik, mampu mengelola belajarnya secara efektif, memiliki ketekunan, kemandirian dan memiliki kesadaran untuk belajar secara rutin.…”

“…Hasil dari penelitian ini turut pula diperkuat dengan penelitian pada waktu sebelumnya yang menyatakan bahwa kelompok pelajar dengan self regulated learning tinggi turut pula memperoleh hasil belajar dengan capaian lebih tinggi, begitupun sebaliknya kelompok pelajar dengan self regulated learning turut menunjukkan hasil belajar yang lebih rendah (Guo et al, 2019); (Xiao et al, 2019); dan (Dörrenbächer & Perels, 2016). Hasil penelitian lain juga menyatakan bahwa self regulated learning secara signifikan memiliki korelasi terhadap pencapaian hasil akademis peserta didik (Alotaibi et al, 2017); (Shing & Rameli, 2020); dan (Yahaya et al, 2020). Sedangkan peran penting self efficcacy terhadap capaian hasil belajar peserta didik turut ditunjukkan dalam penelitian sebelumnya yang menyebutkan bahwa seorang pebelajar dengan tingkat self efficacy lebih tinggi cenderung meraih hasil belajar yang lebih baik (Martin et al, 2019); (Roick & Ringeisen, 2017); dan (Honicke & Broadbent, 2016).…”

The effects of Student Success Skills on attendance and emotion regulation

“…Collecting data in a culturally respectful way increases the visibility of racial, ethnic, and gender differences between students and helps develop programs and strategies to reduce disparities. Therefore, it is essential to include variables that measure students' sense of self and incorporate valid, reliable, and culturally inclusive modes of assessment (Wu & Zumbo, 2008). Additionally, constructing an analysis that measures the direction and strength of the relationship between independent and dependent variables is critical (Wu & Zumbo, 2008).…”

“…Therefore, it is essential to include variables that measure students' sense of self and incorporate valid, reliable, and culturally inclusive modes of assessment (Wu & Zumbo, 2008). Additionally, constructing an analysis that measures the direction and strength of the relationship between independent and dependent variables is critical (Wu & Zumbo, 2008). This approach will allow for a more comprehensive understanding of the effectiveness of interventions and policies and their impact on students from diverse backgrounds.…”